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Poor response rate, self-selection bias, and item noncompletion negatively impact the generalization of results from surveys. This study examined differences in these factors between a paper and online survey among allied health clinicians. Clinicians within a large local health district were initially invited to complete the Research Capacity in Context Tool online via an e-mail link. Following a lower-than-expected response rate, potential selection bias, and item noncompletion, the survey was readministered in paper form to the same cohort of clinicians 6-12 months later. The response rate to the paper survey was higher than to the online survey (27.6% vs. 16.5%). Selection biases were evident, characterized by seniority and discipline: Junior clinicians responded at rates significantly less than expected to the online survey but as expected to the paper survey. Occupational therapists, speech pathologists, and podiatrists responded more highly to the online survey, while other disciplines responded more highly to the paper survey. The rate of item noncompletion was higher for online than paper survey (6.72% vs. 3.8% questions not completed, respectively), with patterns of noncompletion also differing. These data suggest paper surveys are likely to produce less biased and more generalizable data from allied health clinicians.

Objective: Only a minority of suicide decedents leave a suicide note. Typically, the notes are handwritten on paper; however, electronic suicide notes have been reported with increasing frequency. This emerging phenomenon remains generally under-researched. The aim of this study was to compare the psychosocial and clinical antecedents of suicide decedents who left E-notes with those who left paper notes or no notes., Method: The study was embedded in the Southwestern Ontario Suicide Study (SOSS). The SOSS was a three-year case series of consecutive deaths by suicide that occurred in the region between 2012 and 2014. Data on psychosocial and clinical antecedents were collected with a modified version of the Manchester questionnaire used in the UK., Results: Of the 476 suicides files reviewed, 45.8% contained a suicide note. A total of 383 separate suicide notes were left: 74.3% were paper notes and 25.7% were E-notes. The results of the multivariate regression analyses indicate that the likelihood of leaving a suicide note was negatively associated with a history of admissions to a mental health unit, while the likelihood of leaving an E-note was negatively associated with age, positively associated with presence of a mental disorder, and negatively associated with history of hospital admissions., Conclusions: Future studies with larger samples need to consider the timing of the text messages, and appraise whether there was the intent of seeking help or rescue in the text messages., (© 2018 The American Association of Suicidology.)

Background: Traditional data collection methods using paper and email are increasingly being replaced by data collection using mobile phones, although there is limited evidence evaluating the impact of mobile phone technology as part of an automated research management system on data collection and health outcomes., Objective: The aim of this study is to compare a web-based mobile phone automated system (MPAS) with a more traditional delivery and data collection system combining paper and email data collection (PEDC) in a cohort of breastfeeding women., Methods: We conducted a substudy of a randomized controlled trial in Sydney, Australia, which included women with uncomplicated term births who intended to breastfeed. Women were recruited within 72 hours of giving birth. A quasi-randomized number of women were recruited using the PEDC system, and the remainder were recruited using the MPAS. The outcomes assessed included the effectiveness of data collection, impact on study outcomes, response rate, acceptability, and cost analysis between the MPAS and PEDC methods., Results: Women were recruited between April 2015 and December 2016. The analysis included 555 women: 471 using the MPAS and 84 using the PEDC. There were no differences in clinical outcomes between the 2 groups. At the end of the 8-week treatment phase, the MPAS group showed an increased response rate compared with the PEDC group (56% vs 37%; P<.001), which was also seen at the 2-, 6-, and 12-month follow-ups. At the 2-month follow-up, the MPAS participants also showed an increased rate of self-reported treatment compliance (70% vs 56%; P<.001) and a higher recommendation rate for future use (95% vs 64%; P<.001) as compared with the PEDC group. The cost analysis between the 2 groups was comparable., Conclusions: MPAS is an effective and acceptable method for improving the overall management, treatment compliance, and methodological quality of clinical research to ensure the validity and reliability of findings., (©Diana M Bond, Jeremy Hammond, Antonia W Shand, Natasha Nassar. Originally published in JMIR mHealth and uHealth (http://mhealth.jmir.org), 25.08.2020.)

The increasing demand on academics and researchers to publish has led to the development of fake journals (also known as predatory journals). Such journals lack peer review and precipitate unfair criticism toward legitimate open access journals. Predatory journals tend to bombard a researcher's mailbox on a daily basis, inviting authors to submit a review/manuscript/opinion/short case to their journal while promising expedited publication - against a fee. This study assessed the unsolicited emails received over the period of November 2017 by a young and by a senior researcher. The young researcher received a substantially higher amount of emails (n = 101) compared to the senior researcher (n = 23). The article processing costs for solicited journals received, ranged between $49 and $3019. These journals are almost all only indexed in Google Scholar and do not display any meaningful journal metrics. Furthermore, the majority of the unsolicited emails were not relevant to the researcher's field of study. Therefore authors and readers alike should evaluate emails received with regard to journal legitimacy prior to submission of work to possibly predatory journals., (Copyright © 2018 Elsevier B.V. All rights reserved.)

The Thirteenth Meeting of the International Congress on Mathematical Education (ICME-13) convened in Hamburg, Germany, in July, 2016. There were two Topic Study Groups (TSGs) dedicated exclusively to adult learners and the authors of this paper served on the organizing committees of these groups. Arrangements were made by the congress committee for the publication of peer-reviewed papers from each TSG by Springer International Publishing AG in a series of edited books. In this paper we focus on our experiences as editors of the monographs resulting from our two TSGs.

The development of electronic media over the last 10-15 years is briefly reviewed, and trends and developments in paper use in relation to electronic media and other technological developments are explained. Comparisons are drawn between electronic media and paper for information transmission and human use, and the environmental pressures on the paper industry are discussed. (Author/MAB)

This paper presents a project which was conducted in a capstone course in Information Security. The project focused on conducting research concerning the various aspects of phishing, such as why phishing works and who is more likely to be deceived by phishing. Students were guided through the process of conducting research: finding background and related work on the topic, determining the hypothesis, development of the survey system, data collection, analysis of the results, and writing of the academic paper. This project was very successful in that students gained in-depth knowledge about phishing, developed an understanding of research and academic writing, and learned to statistically analyze data to support or refute their hypothesis. Educators who are teaching a capstone course in Information Security may be interested in this project because it is an appropriate level for undergraduate seniors, it can be accomplished in one semester, and the participants can be other students at the institution.

Rationale: A multidisciplinary primary care clinic in Sydney, Australia, was planning to use electronic questionnaires to measure patient-reported outcomes., Methods: Semi-structured interviews with 20 patients were undertaken to explore, among other things, practical issues regarding different questionnaire formats. The response rates and costs of email versus postal invitations were also evaluated., Results: Compared with postal invitations, email invitations offered a cost-effective and practical alternative, with a greater proportion of patients volunteering for an interview. Assuming the interface is well-designed and user-friendly, many patients were happy to use the Internet to answer questionnaires. Most patients thought alternate formats should also be offered. Patients discussed advantages and disadvantages of the Internet format. Although more younger patients and females had given the clinic an email address; both sexes, and young and old patients, expressed strong preferences for either wanting or not wanting to use the Internet., Conclusion: Researchers should consider using email invitations as a cost-effective first-line strategy to recruit patients to participate in health services research. Internet questionnaires are potentially cheaper than paper questionnaires, and the format is acceptable to many patients. However, for the time being, concurrent alternate formats need to be offered to ensure wider acceptability and to maximize response rates., (© 2012 John Wiley & Sons Ltd.)

This meta-analysis examined 35 study results within last 10 years that directly compared the response rates of e-mail versus mail surveys. Individual studies reported inconsistent findings concerning the response rate difference between e-mail and mail surveys, but e-mail surveys generally have lower response rate (about 20% lower on the average) than mail surveys. Two study features (population type and follow-up reminders) could account for some variation in the e-mail and mail survey response rate differences across the studies. For the studies involving college populations, the response rate difference between e-mail and mail surveys was much smaller, or even negligible, suggesting that e-mail survey is reasonably comparable with mail survey for college populations. The finding about follow-up reminder as a statistically significant study feature turns out to be somewhat an anomaly. Other study features (i.e., article type, random assignment of survey respondents into e-mail and mail survey modes, and use of incentives) did not prove to be statistically useful in accounting for the variation of response rate differences between mail and e-mail surveys. The findings here suggest that, in this age of internet technology, mail survey is still superior to e-mail survey in terms of obtaining higher response rate. (Contains 3 tables and 1 figure.)

This chapter describes the different types of paper and electronic surveys currently available and their costs and benefits in terms of equipment and printing costs, demands on staff time, and ease of use.

Much of the data within Model Organism Databases (MODs) comes from manual curation of the primary research literature. Given limited funding and an increasing density of published material, a significant challenge facing all MODs is how to efficiently and effectively prioritize the most relevant research papers for detailed curation. Here, we report recent improvements to the triaging process used by FlyBase. We describe an automated method to directly e-mail corresponding authors of new papers, requesting that they list the genes studied and indicate ('flag') the types of data described in the paper using an online tool. Based on the author-assigned flags, papers are then prioritized for detailed curation and channelled to appropriate curator teams for full data extraction. The overall response rate has been 44% and the flagging of data types by authors is sufficiently accurate for effective prioritization of papers. In summary, we have established a sustainable community curation program, with the result that FlyBase curators now spend less time triaging and can devote more effort to the specialized task of detailed data extraction. Database URL: http://flybase.org/

Background: The internet can provide evidence-based patient education to overcome time constraints of busy ambulatory practices. Health information prescriptions (HIPs) can be effectively integrated into clinic workflow, but compliance to visit health information sites such as MedlinePlus is limited., Objective: Compare the efficacy of paper (pHIP) and email (eHIP) links to deliver HIPs; evaluate patient satisfaction with the HIP process and MedlinePlus information; assess reasons for noncompliance to HIPs., Method: Of 948 patients approached at two internal medicine clinics affiliated with an academic medical centre, 592 gave informed consent after meeting the inclusion criteria. In this randomised controlled trial, subjects were randomised to receive pHIP or eHIP for accessing an intermediate website that provided up to five MedlinePlus links for physician-selected HIP conditions. Patients accessing the intermediate website were surveyed by email to assess satisfaction with the health information. Survey non-responders were contacted by telephone to determine the reasons for no response., Results: One hundred and eighty-one patients accessed the website, with significantly more 'filling' eHIP than pHIP (38% vs 23%; P < 0.001). Most (82%) survey respondents found the website information useful, with 77% favouring email for future HIPs delivery. Lack of time, forgot, lost instructions or changed mind were reasons given for not accessing the websites., Conclusions: Delivery of MedlinePlus-based HIPs in clinic is more effective using email prescriptions than paper. Satisfaction with the HIP information was high, but overall response was low and deserves further investigation to improve compliance and related outcomes.

Describes a project at the University of Salford (United Kingdom) that transferred examination papers between participants (lecturers, administrators and external examiners) using secure electronic mail via a managed public key infrastructure that used encryption methods. Discusses resistance to change and technology problems. (Contains 6 references.) (Author/LRW)

Background: Longitudinal mood instability is the essential feature of bipolar disorder, however most rating scales are cross sectional in nature, and focus on acute symptoms. By contrast, the NIMH Life Chart Methodology (LCM) characterizes in detail the severity, duration, and frequency of mood episodes. Adherence to daily rating, however, tends to be low. In this study an online version of the LCM, designed to enhance adherence, was compared to the standard paper version., Methods: Patients from a mood disorders specialty clinic were randomized to the standard LCM or an online, open-source adaptation. The online version used hypertext links embedded in a daily email as the primary rating interface. Participants rated for 90 days. The total number of days rated and the number of days with complete data were compared for the two groups., Results: Forty-eight patients participated in the study. The online group rated approximately twice as many days compared to the standard group (44.3 versus 20.4, p=.029). The online group also entered complete data for a larger portion of days (55.2% versus 27.7%, p=.039)., Limitations: This was a small, short-term study. The implications for longer-term rating are unclear., Conclusions: Despite the advantages of documenting mood fluctuation on a daily basis, the LCM is not commonly used, in part because ensuring adequate adherence can be resource intensive. An easily accessible online adaptation that utilizes email checking behavior can make this tool available to a wider range of patients.

The authors present 3 experimental studies that build on moral disengagement theory by exploring lying in online environments. Findings indicate that, when e-mail is compared with pen and paper communication media (both of which are equal in terms of media richness, as both are text only), people are more willing to lie when communicating via e-mail than via pen and paper and feel more justified in doing so. The findings were consistent whether the task assured participants that their lie either would or would not be discovered by their counterparts. Implications for theory and practice are discussed., (2010 APA, all rights reserved)

Reviews literature to form a folklore of information workspace and emphasizes the importance of studying folklore of information work environments in the context of the current shift toward removing work from any particular place via information systems, e-mail, and the Web. Discusses trends in workplace design and corporate culture. Contains 84 references. (Author/LRW)

Barriers to peer review of student work can be overcome using computer-mediated systems ranging from customized software to e-mail, multiuser object-oriented systems (MOOs), and Web-based projects. (SK)

Purpose: A randomized unblinded controlled trial was used to assess the utility of electronic questionnaires in a survey of Canadian anesthesiologists., Methods: Postal or electronic questionnaires were sent between November 2001 and March 2002 to 1,333 anesthesiologists registered with the Canadian Anesthesiologists' Society. The primary outcome measure was the difference in response rates between electronic and postal questionnaires. Secondary outcome measures included a comparison of demographic characteristics, cost, and knowledge and practice regarding prophylactic perioperative beta blockade., Results: The overall response rate was 52%. E-mail participants were half as likely as postal participants to respond to the questionnaire (35% vs 69%, relative risk = 0.51, 95% confidence interval 0.45-0.58). Respondents who provided an e-mail address were younger and more likely to be affiliated with an academic institution. There were no significant differences in responses to knowledge and practice questions. The electronic arm was faster than the postal arm and the cost per reply was one-third the cost of the postal arm (2.50 dollars vs 8.02 dollars)., Conclusions: Electronic surveys are a means of acquiring information from a large number of individuals in a rapid, efficient and cost-effective manner. This methodology may be particularly valid and useful in surveys of participants with similar backgrounds and internet access. However the lower response rates achieved as compared with postal surveys indicates a need to use vigilance when generalizing results to a broader population.

Objectives: To determine whether it is possible to contact authors of previously published papers via email., Methods: A cross sectional study of the Emergency Medicine Journal for 2001., Results: 118 articles were included in the study. The response rate from those with valid email addresses was 73%. There was no statistical difference between the type of email address used and the address being invalid (p=0.392) or between the type of article and the likelihood of a reply (p=0.197). More responses were obtained from work addresses when compared with Hotmail addresses (86% v 57%, p=0.02)., Conclusions: Email is a valid means of contacting authors of previously published articles, particularly within the emergency medicine specialty. A work based email address may be a more valid means of contact than a Hotmail address.

Email etiquette is an important skill, especially in professional settings. Research demonstrates that undergraduate students follow email rules when given written instructions plus an example. The purpose of the present study was to evaluate the effects of computer-based email instruction on undergraduate students' email etiquette and to assess the social validity of that instruction. The email instruction package was delivered through an online learning management system and consisted of written instructions plus a model, a quiz, and quiz feedback. We measured email etiquette by scoring emails from course assignments using a checklist. The instruction package produced a replicated increase in mean email checklist scores across two sections of introductory psychology, and checklist scores were elevated when participants sent emails in a novel context. The results of the social-validity assessments suggest that the goals were important, the procedures were acceptable, and there were meaningful improvements in email etiquette for some participants., (© 2024 Society for the Experimental Analysis of Behavior (SEAB).)

Whilst the practitioner field around current student communications has developed in recent years, most published research still focuses either on prospective students, theoretical benefits of student communications or usage of individual channels of communication. This paper contributes to policy and practice by providing the first UK-wide look at current students' communications preferences and behaviours through a meta-analysis of 17 student communications surveys (total students surveyed 20,134). Results show that students expect their universities to utilise a range of channels (including email, social media and student portals) -- i.e. an integrated marketing theory approach. Most students feel that they receive the right level of information; however, overall satisfaction with communications has decreased in recent years. This paper provides recommendations for practice, as well as a template to improve consistency in future institutional student communications evaluations.

In the field of applied linguistics, Diane Larsen-Freeman is widely recognized, among her numerous contributions, as the originator of Complex Dynamic Systems Theory (CDST). Over the years since her seminal publication (Larsen-Freeman, 1997), CDST has evolved into a meta-theory that guides the field's thinking on a variety of developmental phenomena, not least the study of second language acquisition. As its theoretical potency rises, so does the need to achieve a tangible understanding of CDST's core constructs. In this paper, we empirically examine one such construct, co-adaptation, in the context of asynchronous dyadic interaction. A data corpus of 39 emails sent between two college students in China and the United States over the course of seven weeks is analyzed using NVivo 12. Co-adaptation is observed at the pragmatic, discourse, and linguistic levels. True to the spirit of CDST, we describe, and discuss the nuances of, our findings. Considering the novelty of our approach to data analysis, we end by reflecting on the limitations specific to our study, as well as worthwhile directions for future pursuits.

Accomplishing a communication task in the real world requires the ability not only to do the task per se but also to manage aspects of the context in which it occurs. For this reason, simulations of target language use contexts have been incorporated into the design of communicative language tests as a way of enhancing the authenticity of assessment task performance. Although some contextual factors may increase extraneous cognitive load and distract learners from focusing on the task at hand (Sweller, 1994), they represent important design considerations in task-based language assessment (TBLA), where the purpose of assessment is to determine what second language (L2) learners can do with the target language in the real world. In that sense, the extraneous cognitive load might well be part of the construct we are interested in assessing. Accordingly, the current study simulated aspects of a real-world task performance context as part of an email writing task assessment. Simulated context was operationalized as (a) additional information about the task scenario, (b) a visual image to simulate the physical context, and (c) an audio to replicate the real-world experience. A total of 276 L2 English learners performed the email task, half with simulated context and the other half without it. Findings revealed that, when presented with simulated context, the tasks were perceived by participants to have induced more time pressure and to be more interesting. In terms of performance effects, the provision of simulated context negatively affected the syntactic complexity of participants' writing but positively affected their syntactic fluency. It also led to greater discrimination among learners at different proficiency levels on various measures of language performance. The paper concludes by highlighting implications for task design and validity evaluation, especially in TBLA.

Background: Growing health disparities have a negative impact on young people's educational achievement. Community schools that involve deep relationships with partners across multiple domains address these disparities by providing opportunities and services that promote healthy development of young people, and enable them to graduate from high school ready for college, technical school, on-the-job training, career, and citizenship. Methods: Results from Milwaukie High School, North Clackamas, OR; Oakland Unified School District, Oakland, CA; and Cincinnati Community Learning Centers, Cincinnati, OH were based on a review of local site documents, web-based information, interviews, and e-mail communication with key local actors. Results: The schools and districts with strong health partnerships reflecting community schools strategy have shown improvements in attendance, academic performance, and increased access to mental, dental, vision, and health supports for their students. Conclusions: To build deep health-education partnerships and grow community schools, a working leadership and management infrastructure must be in place that uses quality data, focuses on results, and facilitates professional development across sectors. The leadership infrastructure of community school initiatives offers a prototype on which others can build. Moreover, as leaders build cross-sector relationships, a clear definition of what scaling up means is essential for subsequent long-term systemic change.

The COVID-19 pandemic has affected every aspect of our lives, including instruction in the higher education system. In this sudden and stressful change, faculty had to explore different opportunities and technologies to continue to deliver quality instruction to their students. Instructional design has always been an important topic for education researchers and practitioners, and has become even more so in these challenging times. This paper presents an example of instructional design of a database course delivered virtually during the pandemic, using cloud-based tools and resources. The course employed cloud-based technologies, both synchronous and asynchronous. This paper discusses the process and tools that were used as well as the challenges encountered. The instructional design methods presented here can also be used in the post-COVID-19 era.

Amid the increasing digitisation of schools, relatively little work has examined the ways in which digital technologies are reconfiguring the work of school principals. With an approach based on the sociology of work, this paper draws on 19 in-depth interviews with Australian school principals to examine their everyday experiences of digital work--with particular attention paid to the enduring influence of email as a key work tool. On one hand, email was seen as a constant and unremarkable feature of 'modern' school leadership. Yet, these accounts also highlighted how the intensification and extension of individual principals' labour practices were being exacerbated by multiple layers and technologies of surveillance, expectations of constant availability, and increased accountabilities imposed through email. Of particular significance were the detrimental ways in which email-based work was described as reshaping the affective dimensions of principals' work. Against this background, the paper considers what steps might be taken to mitigate such pressures, and perhaps move towards alternate forms of digitally-supported work that are more sustainable.

The ability to rewire ties in communication networks is vital for large-scale human cooperation and the spread of new ideas. We show that lack of researcher co-location during the COVID-19 lockdown caused the loss of more than 4,800 weak ties-ties between distant parts of the social system that enable the flow of novel information-over 18 months in the email network of a large North American university. Furthermore, we find that the reintroduction of partial co-location through a hybrid work mode led to a partial regeneration of weak ties. We quantify the effect of co-location in forming ties through a model based on physical proximity, which is able to reproduce all empirical observations. Results indicate that employees who are not co-located are less likely to form ties, weakening the spread of information in the workplace. Such findings could contribute to a better understanding of the spatiotemporal dynamics of human communication networks and help organizations that are moving towards the implementation of hybrid work policies to evaluate the minimum amount of in-person interaction necessary for a productive work environment., (© 2022. The Author(s), under exclusive licence to Springer Nature America, Inc.)

Discusses how to grade papers online. Proposes that students whose papers are graded online internalize information more readily than students whose papers are not. Concludes that through meeting on the Internet, many students sense a narrowing culture gap between teachers and students. (PM)

Background The internet can provide evidence-based patient education to overcome time constraints of busy ambulatory practices. Health information prescriptions (HIPs) can be effectively integrated into clinic workflow, but compliance to visit health information sites such as MedlinePlus is limited.Objective Compare the efficacy of paper (pHIP) and email (eHIP) links to deliver HIPs; evaluate patient satisfaction with the HIP process and MedlinePlus information; assess reasons for noncompliance to HIPs.Method Of 948 patients approached at two internal medicine clinics affiliated with an academic medical centre, 592 gave informed consent after meeting the inclusion criteria. In this randomised controlled trial, subjects were randomised to receive pHIP or eHIP for accessing an intermediate website that provided up to five MedlinePlus links for physician-selected HIP conditions. Patients accessing the intermediate website were surveyed by email to assess satisfaction with the health information. Survey non-responders were contacted by telephone to determine the reasons for no response.Results One hundred and eighty-one patients accessed the website, with significantly more ‘filling’ eHIP than pHIP (38% vs 23%; P < 0.001). Most (82%) survey respondents found the website information useful, with 77% favouring email for future HIPs delivery. Lack of time, forgot, lost instructions or changed mind were reasons given for not accessing the websites.Conclusions Delivery of MedlinePlus-based HIPs in clinic is more effective using email prescriptions than paper. Satisfaction with the HIP information was high, but overall response was low and deserves further investigation to improve compliance and related outcomes.

This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a considerable savings while maintaining quality. The faculty worked in close collaboration, strategizing creative solutions to maintain the academic rigor and integrity of the course. Student papers and projects were analyzed and compared from both the f2f and online versions of the course to determine academic quality and learning outcomes.

Phishing is a common social engineering attack aimed to steal personal information. Universities attract phishing attacks because: (1) they store employees and students sensitive data; (2) they save confidential documents; and (3) their infrastructures often lack security. In this paper, we showcase a phishing assessment at the University of Redacted aimed to identify the people, and the features of such people, that are more susceptible to phishing attacks. We delivered phishing emails to 1.508 subjects in three separate batches, collecting a clickrate equal to 30%, 11% and 13%, respectively. We considered several features (i.e., age, gender, role, working/studying field, email template) in univariate and multivariate analyses and found that students are more susceptible to phishing attacks than professors or technical/administrative staff, and that emails designed through a spearphishing approach receive a highest clickrate. We believe this work provides the foundations for setting up an effective educational campaign to prevent phishing attacks not only at the University of Redacted, but in any other university

This paper examines the effectiveness of providing personalised email feedback via an automated email application in a large undergraduate introductory accounting course. Over 1,200 students received feedback via emails sent weekly, semi-tailored to each student based on their results in online self-test learning quizzes. We first found that students read the majority of emails distributed. Second, through tracking, using regression analysis, we found that reading emails is related to significantly higher final examination performance in some cases. However, this is moderated by factors relating to diversity in a large cohort exceeding 1,000 students. The results indicate that feedback needs to be readily actionable and aligned with assessed learning outcomes to realise significant impacts on exam performance. This study is relevant to educators who teach large and diverse cohorts and need time-efficient solutions to tailor the learning experience to each student.

Nowadays, email communication is considered the most common and widespread computer-based tool that students use to communicate with their professors. This paper provides a framework for evaluating email communication between students and professors and examines the factors that may influence students' email style and professionalism. The research was conducted among Serbian and Slovenian students who contacted their professors by email. In order to evaluate the style of student email communication, the degree of formality, and the layout, we developed an evaluation form. Students were asked to complete an online questionnaire that assessed their attitudes toward culture, attitudes toward their professor and studies, digital literacy, use of social media, and self-perceptions of their communication skills. Responses were analysed and structural equation modeling was used to test seven hypotheses predicting the effects of factors that influence writing style in emails. As expected, the results show several differences in these factors in the two countries. First, in both countries, students' perceptions of their own communication skills influence their email communication style. Second, grade point average has a significant effect on email communication in Serbia but not in Slovenia, while attitude toward the professor is a significant predictor of email communication in Slovenia but not in Serbia. Moreover, in both countries, attitude toward professor is influenced by attitude toward study. Third, digital literacy has a significant effect on students' perceived communication skills in both countries, while culture affects communication skills only in Slovenia and social media use only in Serbia.

This article examines potential consumer harm that may arise due to regulating modern financial services communication technology with rules written in the early 20th century. It is argued that disparities in record keeping regulation across communication mediums disincentivizes the use of technology capable of generating records for consumer retention, while incentivizing the use of technology which shields financial advisors from accountability. Experimental evidence is provided in support of this argument. Further, it is argued that regulation disparities across communication mediums may result in more wrongful accusations of advisor misconduct, less reporting of genuine misconduct, less self-policing among industry members, and greater unrectifiable consumer harm. Objections to these arguments are considered, along with practical guidance for consumers, regulators, and policy makers. [This manuscript was presented at the 12th Biennial Conference of the Asian Consumer and Family Economics Association (ACFEA).]

FirstVoices is a technology-centered organization that works with forty-seven Indigenous language communities around British Columbia. One of its top priorities is providing high-quality technical assistance as well as accessible annual training sessions for the platform. This requires nuanced systems of support and adaptability within the methods we use. Over the last two years, its team has grown and modified its procedures with the goal of best serving the unique needs of different communities. With nearly 1,000 support emails in its Service Desk system since June 2018 and two years of regional training -- one in-person, one entirely online -- the team has tracked trends within technology-centered language requests. In this paper, we will conduct a mixed methods analysis of all the support tickets the team has received, as well as an analysis of the qualitative and quantitative feedback from training sessions in order to break down the patterns and themes that exist. We will also discuss the process of creating and maintaining a wiki-style Knowledge Base, the variety of techniques employed to assist remote users, and the potential for future growth in FirstVoices' networks of support. Our intentions with this paper are to provide insight for community groups, language organizations, and linguists alike around capacity-building opportunities in the field of digital language mobilization. As FirstVoices continues to grow and as technology becomes even more essential within the realm of language revitalization, it is crucial that we make note of these trends and prepare ourselves to adapt to the digital-based needs of language communities.

Emoticons have become a common phenomenon in email correspondence between students and professors. Even though the use of emoticons in formal writing is considered inappropriate and unprofessional, more and more students are using these nonverbal communication tools to add context or emphasis to their email messages to professors. This paper examines the association between the use of emoticons and professors' perceptions of higher education students' email messages with and without emoticons in two countries, Serbia and Slovenia. The students' emails were collected and assessed on several levels. The students' messages were examined with particular attention to the appropriateness of the students' writing style. In addition, the students' level of digital literacy, their attitude toward a professor, and gender differences in the use of emoticons were examined. Furthermore, an online questionnaire was used to identify characteristic differences between students who use emoticons and students who do not. The results show that messages with emoticons are rated lower on several dimensions than messages without emoticons. In addition, students who use emoticons show lower digital literacy and perceive their professors as more understanding and helpful. Emoticon use is not related to gender. The results suggest that students should avoid using emoticons even if they have a positive attitude toward their professor.

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results from asynchronous DA sessions, in which the trainer and the trainees were interacting over Gmail. To this end, 90 EFL institutional students from Iran, who were getting ready to take the IELTS test, were selected as the participants of the program. The cases were then divided into two experimental groups and one control group, each with 30 contributors. IELTS speaking tasks, marked by IELTS speaking band descriptors, were used to assess their speaking skills. Comparing the pre-test and post-test, the findings indicated development in all four areas of fluency, vocabulary, grammar, and pronunciation. Moreover, comparing the results from the two experimental groups showed that the participants who received asynchronous DA sessions outperformed the other experimental group. It is worth mentioning that a broader level of development was observed in experimental groups than the control group, in which the members received synchronous non-Dynamic Assessment (non-DA) methods.

This paper is motived by an email message the author received recently from a practicing, 'well-qualified' (BA and MA in Linguistics and a (200 hundred hour) TESL Certificate) ESL teacher in the US who was reaching out because she felt her training as a teacher had failed her. This prompted the author to reflect on two main inconvenient truths related to how language teachers are educated from their perspective in order to give a voice to the voiceless (the practicing teachers). These are: "Inconvenient Truth #1: Theory/Practice Gap"; "Inconvenient Truth #2: No Contact With Newly Qualified Teachers." The author noted that truths remain 'inconvenient' to teacher educators only because many fail/refuse to acknowledge this 'truth' exists or even understand why it exists. However, rather than just pointing out these inconvenient truths, the paper suggests possible solutions to each of these so that the lived experiences of learner teachers, newly qualifies teachers (NQTs) and experienced teachers can be greatly enhanced.

From brainstorming to outlining, rough drafts to peer editing, revision to final copy, all of the tasks involved in the writing process can be accomplished using technology. However, when faced with the research paper, students are often asked to keep track of sources and information on handwritten bibliography note cards. In this article, a student (Dani) and her instructor (Mike) take turns telling the story of how the student taught the instructor that even note cards can be generated and managed electronically. Moreover, Dani's knowledge of Excel shortened the homework process and prevented her from having to take notebooks and textbooks home: assignments could be emailed and submitted electronically; discussions could take place on forum boards, and documents could be transported on jump drives between home and school. (Contains 1 figure and 1 note.)

Distracted users can fail to correctly distinguish the differences between legitimate and malicious emails or search engine results. Mobile phone users can have a more challenging time identifying malicious content due to the smaller screen size and the limited security features in mobile phone applications. Thus, the main goal of this research study was to design, develop, and validate a set of field experiments to assess user's judgment when exposed to two types of simulated social engineering attacks: phishing and Potentially Malicious Search Engine Results (PMSER), based on the interaction of the environment (distracting vs. non-distracting) and type of device used (mobile vs. computer). In this paper, we provide the results from the Delphi methodology research we conducted using an expert panel consisting of 28 cybersecurity Subject Matter Experts (SMEs) who participated, out of 60 cybersecurity experts invited. Half of the SMEs were with over 10 years of experience in cybersecurity, the rest around five years. SMEs were asked to validate two sets of experimental tasks (phishing & PMSER) as specified in RQ1. The SMEs were then asked to identify physical and Audio/Visual (A/V) environmental factors for distracting and non-distracting environments. About 50% of the SMEs found that an airport was the most distracting environment for mobile phone and computer users. About 35.7% of the SMEs also found that a home environment was the least distracting environment for users, with an office setting coming into a close second place. About 67.9% of the SMEs chose "all" for the most distracting A/V distraction level, which included continuous background noise, visual distractions, and distracting/loud music. About 46.4% of the SMEs chose "all" for the least distracting A/V level, including a quiet environment, relaxing background music, and no visual distractions. The SMEs were then asked to evaluate a randomization table. This was important for RQ2 to set up the eight experimental protocols to maintain the validity of the proposed experiment. About 89.3% indicated a strong consensus that we should keep the randomization as it is. The SMEs were also asked whether we should keep, revise, or replace the number of questions for each mini-IQ test to three questions each. About 75% of the SMEs responded that we should keep the number of mini-IQ questions to three. Finally, the SMEs were asked to evaluate the proposed procedures for the pilot testing and experimental research phases conducted in the future. About 96.4% of the SMEs selected to keep the first pilot testing procedure. For second and third pilot testing procedures, the SMEs responded with an 89.3% strong consensus to keep the procedures. For the first experimental procedure, a strong consensus of 92.9% of the SMEs recommended keeping the procedure. Finally, for the third experimental procedure, there was an 85.7% majority to keep the procedure. The expert panel was used to validate the proposed experimental procedures and recommended adjustments. The conclusions, study limitations, and recommendations for future research are discussed.

The importance of staying relevant when teaching communication and advertising courses is hardly a new concept nor is the use of modern and evolving technologies to achieve this goal. However, empirically assessing college students' perceptions of online learning when it is a forced choice is an underexplored area. To address this gap and consider the perspectives of diverse student populations, this paper analyzes data collected from a large communication class at a Hispanic serving institution. The purpose of this research is to better understand students' perceptions of teaching technologies, class sizes, benefits and hindrances of online learning, preferred course delivery methods, social adaptations, and perceptions of how their university has handled the transition. Data revealed face-to-face courses were the most desired modality with no race or first-generation (FG) differences; however, gender differences were present. Class size impacted modality preference as well as preference for the inclusion of specific online tools. Additionally, a longitudinal comparison of student data between 2018 and 2020, before and after the onset of the global pandemic, revealed significant differences in student preparedness, faculty interaction, and institutional communication.

In many countries today, there is emphasis on teachers' interaction with parents. Also, parents are expected to be involved in their children's schooling. Teacher education, however, has been criticized for not preparing the prospective teachers sufficiently for the task. International studies have found on the one hand that digital technology facilitates teachers' communication with guardians, and on the other hand that communication via email risks leading to negative consequences. The aim of this study is to explore how the contact between home and school is perceived from a group of Swedish teachers' perspective. The empirical material consists of questionnaires directed to schoolteachers. In this paper, we analyse how teachers have answered open-ended questions posed in the questionnaire. The teachers report that it has become much more common for parents to contact them, in particular via email, and parents expect teachers to be available for them and respond quickly. The teachers try to establish their own individual guidelines for how to handle parental contacts. Our conclusion is that collegial cooperation could facilitate the teachers' tasks involving parents, and that teacher education should address the issue of how to combine good working conditions with a professional approach and good relations with the parents.

Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions of using synchronous video-based communication technology. In this paper, we present the results of our inquiry and implications for future research and practice.

Aims. The aims of this study were (i) to determine the success rate for obtaining conference papers by using e-mail, and (ii) to compare the results with those found previously for reprints of published papers. Method. 100 requests for copies of papers delivered at a conference in the USA were made by e-mail from the UK. A reminder was sent to the appropriate authors if no paper had been received within three weeks. Results. 54 papers were received within six weeks. Most came by return or within one day, and all came electronically. Few of these papers could be described as conference papers, however, as the majority of them were copies of papers prepared for publication elsewhere. In addition, many lacked the information necessary for them to be adequately cited in other publications. [ABSTRACT FROM AUTHOR]

This paper describes the functionality, scalability, and cost of implementing and maintaining a suite of open source technologies, which have supported hundreds of thousands of learners in the past year, on an information technology infrastructure budget of less than US$10,000 per year. In addition, it reviews pedagogical opportunities offered by a fully open digital learning ecosystem, as well as benefits for learners and educators alike. The Open Education Resource universitas (OERu) is an international consortium made up of 36 publicly funded institutions and the OER Foundation. The OERu currently offers first-year postsecondary courses through OER-based micro-courses with pathways to gain stackable micro-credentials, convertible to academic credit toward recognised university qualifications. The OERu, adhering to open principles (Wiley, 2014b), has created an open source Next Generation Digital Learning Ecosystem (NGDLE) to meet the needs of learners, consortium partners, and OERu collaborators. The NGDLE--a distributed, loosely coupled component model, consisting entirely of free and open source software (FOSS)--is a global computing infrastructure created to reach learners wherever they are. All OERu services are hosted on commodity FOSS infrastructure, conferring significant advantages and creating opportunities for institutions adopting any of these services to enhance education opportunities at minimal cost. The NGDLE can also increase technological autonomy and resilience while providing exceptional learning opportunities and agency for learners and educators alike.

The purpose of this study was to examine what it is to be a mother and a band director from the perspectives of 15 women. The researcher hoped to create a document which will be helpful to band directors who are or who someday may become mothers. According to statements made in the Band Director Group on Facebook, there is a need for a sense of community among those who are mothers and band directors. The fundamental question that drove this study was "What is the experience of being both a mother and a band director?" Within that question, the joys and challenges of being both a mother and a band director were identified along with resources that mother/band directors reported as helpful. Also included is advice these women would share with others about managing this life. This research is a qualitative, phenomenological study of the experiences of women who are both mothers and band directors, using a social constructivist interpretive framework. Data collection included surveys, text messages and email messages. The most common topic of discussion was balance: balance of time, balance of financial resources, balance of household duties, balance of childcare, and balance of emotional self. The first category, "Logistical Concerns," addressed such things as arranging childcare and caring for the home. The second category, "Time Management," addressed the time mother/band directors spend with and without their children. The third category is "Resources and Support." This category has the subtopics of "Supportive Husband," "Friends and Family," and "Discrimination." The fourth category, "Emotional Effects," has additional subtopics: "Advice Shared," "Beneficial Effects of Music on Children," and "Beneficial Effects of the Band Family on Children." It was found that much like other working mothers, mothers who direct bands must become excellent managers of their resources. Coordinating childcare for evening and weekend obligations is an idea which surfaced many times throughout the data collection and literature review phases of this study. Supportive husbands can have a powerful influence in this area, providing care for their children, assisting their wives with logistical details of running rehearsals and setting up for concerts, and sporting a positive attitude regarding job demands. Family and in-laws can also have a significant, positive impact on the function of the mother/band director's family by their involvement and support. [Paper presented at the Annual Meeting of the Texas Music Educators Association (San Antonio, TX, Feb 2014).]

Learning analytics is a recent innovation that holds promise for improving retention in fully online programs. However, only a few case studies exist to show models for and outcomes of the implementation of learning analytics systems. This paper reports on a learning analytics implementation in a fully online, multidisciplinary program designed for nontraditional students using a pilot planning group with stakeholders from various roles. The processes for selecting reports, creating communication structures, and evaluating outcomes are outlined. Overall, faculty and advisors were positive about the project and found the reports to be helpful. The results suggest that the actions most often triggered by learning analytics reports were emails to students. Evaluation results suggest that the implementation of the learning analytics program and the interventions enacted had a positive impact on student success, though we acknowledge that it is difficult to isolate the impact of the learning analytics tool itself. We also address several challenges that came along with the implementation of learning analytics including understanding the efficacy of interventions, data security, and ethics.

Abstract: This meta-analysis examined 35 study results within last 10 years that directly compared the response rates of e-mail versus mail surveys. Individual studies reported inconsistent findings concerning the response rate difference between e-mail and mail surveys, but e-mail surveys generally have lower response rate (about 20% lower on the average) than mail surveys. Two study features (population type and follow-up reminders) could account for some variation in the e-mail and mail survey response rate differences across the studies. For the studies involving college populations, the response rate difference between e-mail and mail surveys was much smaller, or even negligible, suggesting that e-mail survey is reasonably comparable with mail survey for college populations. The finding about follow-up reminder as a statistically significant study feature turns out to be somewhat an anomaly. Other study features (i.e., article type, random assignment of survey respondents into e-mail and mail survey modes, and use of incentives) did not prove to be statistically useful in accounting for the variation of response rate differences between mail and e-mail surveys. The findings here suggest that, in this age of internet technology, mail survey is still superior to e-mail survey in terms of obtaining higher response rate. [Copyright &y& Elsevier]