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In an inquiry-based discussion, learners take responsibility for their learning, create meaning in a group, and learn from the group. In a physical classroom, instructors can model moderator and discussant skills and have learners practice those skills in the presence of the instructor. Using a stop-action approach, instructors can stop the discussion and provide feedback. Learners can then practice the skill and continue with the discussion. In an online environment, instructors may not be able to have a group stop action. Frequent interruptions by the instructor might disrupt the rhythm of the discussion, especially when the discourse occurs in text-based chat rooms. In a synchronous, continually flowing chat space, consideration needs to be given to the difficulty of modeling behaviors. Too much intervention or modeling on the part of the instructor, even in the guise of a student, might disrupt the natural flow of ideas. It may be that the speed and flow of a synchronous chat make it impractical for an instructor to be the only voice of guidance. Learners in chat environments need time to reflect, practice, and receive guidance on effective moves made during their discussions. Coaching, rather than modeling or direct instruction, may be an appropriate intervention for improving learner-led text-based chats. In this article, the authors will first discuss the idea of e-coaching and then describe how academic chats are used in their course. A third section will describe the framework for the e-coaching and feedback process. The article concludes with recommendations for practice derived from the authors' experience with electronic coaching and feedback.

Online learning discussion formats provide an opportunity for learners to share their experiences, negotiate meaning, and take ownership of the subject matter. Chat rooms also provide learners with anyplace and real-time ways to participate in academic discussions. Shared understanding occurs when individual experience mediated through group discourse becomes collective thought that emerges from the exploration and analysis of personal experience, text material, and the construction of ideas from critical group dialogue. Shared understanding is the blending of private thought with public dialogue. Increasing the understanding of how shared meaning develops through computer-mediated, real-time communication may help instructors design and facilitate discussions that lead to higher-order thinking in online inquiry-based environments. In this article the authors will first discuss the framework for using academic text-based chats in their course. A second section will describe the process the learners use to create shared meaning. In the concluding section, they will present recommendations for practice, an outcome of lessons learned from their experience in designing academic chat spaces.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [Reprinted with the permission of the author and publisher: Stein, D. S. (2006). Establishing Conceptual Boundaries: What Is an Adult Education Project, Promise and Practice? "New Horizons in Adult Education & Human Resource Development," v20 n1 p32-42 Win 2006. Available in ERIC at EJ983775.]

This exploratory study examined the effect of a coaching and feedback intervention in teaching presence and social presence on higher-order thinking in an online community of inquiry. Coaching occurred before each chat, and feedback was provided immediately afterwards. The findings suggest that over time, the frequency of higher-order thinking will increase more in a group that receives coaching and feedback than in a group that does not receive coaching and feedback. In addition, the findings suggest that the Community of Inquiry framework has benefits beyond its use in course design, facilitation, and assessment to include serving as a guide to coaching. (Contains 3 tables and 1 figure.)

This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the relationship of teaching presence, social presence, and cognitive presence to one another and for evidence of changes in frequency of teaching, social, and cognitive presence over time. Findings suggest that social presence and cognitive presence are highly positively correlated and that teaching presence and social presence are moderately positively correlated in learner-led synchronous environments. The frequency of teaching, social, and cognitive presence did not change over time for either group. Findings also indicate that neither the group meeting online nor the group meeting face-to-face attained high levels of cognitive presence integration or resolution. (Contains 3 tables.)

This study identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal, and career opportunities; institutional support; synchronizing learning and earning; reflective learner; and match with an academic reputation. Results suggest that enrollment is the result of an interaction among situational, occupational, and institutional factors rather than primarily a desire or need to acquire knowledge as a commodity. The decision to enroll in a long-term commitment is a negotiated activity in which self-interests are balanced among various other interests, including the employer, family, friends, and identity as a learner. This study contributes to the literature by suggesting that time out of school is strongly related to the decision to enroll. (Contains 1 table and 2 figures.)

This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space.

This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. (Contains 3 tables and 1 figure.)

This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding.

The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theory of transactional distance as a conceptual framework, the researchers obtained data from learners in six courses that varied by course format, structure, and opportunities for interaction. Results indicated that learner satisfaction with the course structure-activities, assignments, and instructor guidance and encouragement-led to greater satisfaction with perceived knowledge gained. Interaction was highly correlated with structure. Interactions initiated by the learners contributed to their satisfaction with perceived knowledge gained. Technical expertise had no effect on satisfaction with perceived knowledge gained.

Summarizes theme articles on learning communities: place is important, learning content is situated in daily life; knowledge is locally produced; and learning communities may be power structures. (Contains 16 references.) (SK)

Learning in community means creating local knowledge from aspects of community life. Adult educators can help community members become co-creators of knowledge through a process of committing, contracting, campaigning, contributing, communicating, and continuing. (Contains 24 references.) (SK)

Abstract Facilitating meaningful discussions in a blended, inquiry-based course is a challenge for instructors and learners alike. Little is known about the discussion process in blended courses, and learners often [...]

Globally, grasslands are among the most degraded habitats, and within that category tallgrass prairies are especially threatened. To restore native species in tallgrass prairie, it is often necessary to concurrently remove exotic plant species while restoring the disturbance processes that many prairie taxa depend upon. Here, we coupled one herbicide application and seed mixture addition with tri-annual prescribed fire and annual cattle grazing to explore the consequences for floral resource (i.e. nectar-producing) plant communities and butterfly communities up to four years later. Each site was divided into three equally sized patches which were placed into either control, "spray-only", or "spray-and-seed" treatment groups. We quantified both floral resource plant and butterfly communities in the year prior to herbicide application and the four years following that treatment. In the four years post-treatment, we found that floral resource abundance, richness, and diversity increased over time but did not significantly vary among treatments. No response to treatment was observed in butterflies, but butterfly abundance decreased while richness was stable and diversity increased over time, which may indicate that the changes to floral resources at the patch scale supported more speciose and diverse butterfly communities at the site scale. Butterfly abundance decreasing over time could be an effect of baseline management or unrelated regional factors. Regardless of whether either treatment benefited butterflies, we find support for a one-time herbicide application changing the floral community in desirable ways and at least not harming butterflies. [ABSTRACT FROM AUTHOR]

Here we describe the development and characterization of the photo-N-degron, a peptide tag that can be used in optogenetic studies of protein function in vivo. The photo-N-degron can be expressed as a genetic fusion to the amino termini of other proteins, where it undergoes a blue light-dependent conformational change that exposes a signal for the class of ubiquitin ligases, the N-recognins, which mediate the N-end rule mechanism of proteasomal degradation. We demonstrate that the photo-N-degron can be used to direct light-mediated degradation of proteins in Saccharomyces cerevisiae and Drosophila melanogaster with fine temporal control. In addition, we compare the effectiveness of the photo-N-degron with that of two other light-dependent degrons that have been developed in their abilities to mediate the loss of function of Cactus, a component of the dorsal-ventral patterning system in the Drosophila embryo. We find that like the photo-N-degron, the blue light-inducible degradation (B-LID) domain, a light-activated degron that must be placed at the carboxy terminus of targeted proteins, is also effective in eliciting light-dependent loss of Cactus function, as determined by embryonic dorsal-ventral patterning phenotypes. In contrast, another previously described photosensitive degron (psd), which also must be located at the carboxy terminus of associated proteins, has little effect on Cactus-dependent phenotypes in response to illumination of developing embryos. These and other observations indicate that care must be taken in the selection and application of light-dependent and other inducible degrons for use in studies of protein function in vivo, but importantly demonstrate that N- and C-terminal fusions to the photo-N-degron and the B-LID domain, respectively, support light-dependent degradation in vivo. Author summary: Much of what we know about biological processes has come from the analysis of mutants whose loss-of-function phenotypes provide insight into their normal functions. However, for genes that are required for viability and which have multiple functions in the life of a cell or organism one can only observe mutant phenotypes produced up to the time of death. Normal functions performed in wild-type individuals later than the time of death of mutants cannot be observed. In one approach to overcoming this limitation, a class of peptide degradation signals (degrons) have been developed, which when fused to proteins-of-interest, can target those proteins for degradation in response to various stimuli (temperature, chemical agents, co-expressed proteins, or light). Here we describe a new inducible degron (the photo-N-degron or PND), which when fused to the N-terminus of a protein, can induce N-end rule-mediated degradation in response to blue-light illumination and have validated its use in both yeast and Drosophila embryos. Moreover, using the Drosophila embryonic patterning protein Cactus, we show that like the PND, the previously-described B-LID domain, but not the previously-described photosensitive degron (psd), can produce detectable light-inducible phenotypes in Drosophila embryos that are consistent with the role of Cactus in dorsal-ventral patterning. [ABSTRACT FROM AUTHOR]

Populations of wild and managed pollinators are declining in North America, and causes include increases in disease pressure and decreases in flowering resources. Tallgrass prairies can provide floral resources for managed honey bees (Hymenoptera: Apidae, Apis mellifera Linnaeus) and wild bees. Honey bees kept near prairies may compete with wild bees for floral resources, and potentially transfer viral pathogens to wild bees. Measurements of these potential interactions are lacking, especially in the context of native habitat conservation. To address this, we assessed abundance and richness of wild bees in prairies with and without honey bee hives present, and the potential spillover of several honey bee viruses to bumble bees (Hymenoptera: Apidae, Bombus Latrielle). We found no indication that the presence of honey bee hives over 2 yr had a negative effect on population size of wild bee taxa, though a potential longer-term effect remains unknown. All levels of viruses quantified in bumble bees were lower than those observed in honey bees. Higher levels of deformed wing virus and Israeli acute paralysis virus were found in Bombus griseocollis DeGeer (Hymenoptera: Apidae) collected at sites with hives than those without hives. These data suggest that the presence of honey bees in tallgrass prairie could increase wild bee exposure to viruses. Additional studies on cross-species transmission of viruses are needed to inform decisions regarding the cohabitation of managed bees within habitat utilized by wild bees. [ABSTRACT FROM AUTHOR]

RECOMMENDATIONS FOR PRACTICE Based on our experience in designing academic chat spaces, instructors should be aware that learners in a chat room follow a process in order to reach shared understanding. SECTION 4: COMMUNITY OF INQUIRY ARTICLES BY OTHER DISTANCE LEARNING AUTHORS INTRODUCTION Online learning discussion formats provide an opportunity for learners to share their experiences, negotiate meaning, and take ownership of the subject matter. Instructors can caution learners that academic chat is not the same as casual chat, such as instant messaging. In the absence of feedback, learners in the chat room will allocate their time to the social, facilitative, and content statements in a similar way from chat to chat. [Extracted from the article]

If coaching on discussion skills can increase student performance in the discussion, how then might instructors create a safe space for learners to practice and learn the art of discussion in an ongoing discussion-based environment? Continuous coaching and feedback can reinforce the power of learner-led discussions to foster more interdependent learners so they can conduct inquiries together and model collaborative learning. In a physical classroom, instructors can model moderator and discussant skills and have learners practice those skills in the presence of the instructor. We use e-coaching for inquiry-based assignments, and we use tools such as email to provide coaching and feedback to learners who participate in synchronous discussions. [Extracted from the article]

Explains how to design training programs in which the trainer and the work group collaborate on designing a program that produces agreed-upon behavioral changes in employee performance. The modified critical incident technique is a diagnostic tool which provides information concerning the cost effectiveness of education and training programs. (CT)

Continuing education in the health professions should stress the process approach--teaching learners how to learn. The administrator of continuing medical education should be an adult educator trained to be an educational facilitator, instructional designer, and manager of the learning environment. (SK)

The extraordinarily strong non-covalent interaction between biotin and avidin (kD = 10−14–10−16) has permitted this interaction to be used in a wide variety of experimental contexts. The Biotin Acceptor Peptide (BAP), a 15 amino acid motif that can be biotinylated by the E. coli BirA protein, has been fused to proteins-of-interest, making them substrates for in vivo biotinylation. Here we report on the construction and characterization of a modified BirA bearing signals for secretion and endoplasmic reticulum (ER) retention, for use in experimental contexts requiring biotinylation of secreted proteins. When expressed in the Drosophila female germline or ovarian follicle cells under Gal4-mediated transcriptional control, the modified BirA protein could be detected and shown to be enzymatically active in ovaries and progeny embryos. Surprisingly, however, it was not efficiently retained in the ER, and instead appeared to be secreted. To determine whether this secreted protein, now designated secBirA, could biotinylate secreted proteins, we generated BAP-tagged versions of two secreted Drosophila proteins, Torsolike (Tsl) and Gastrulation Defective (GD), which are normally expressed maternally and participate in embryonic pattern formation. Both Tsl-BAP and GD-BAP were shown to exhibit normal patterning activity. Co-expression of Tsl-BAP together with secBirA in ovarian follicle cells resulted in its biotinylation, which permitted its isolation from both ovaries and progeny embryos using Avidin-coupled affinity matrix. In contrast, co-expression with secBirA in the female germline did not result in detectable biotinylation of GD-BAP, possibly because the C-terminal location of the BAP tag made it inaccessible to BirA in vivo. Our results indicate that secBirA directs biotinylation of proteins bound for secretion in vivo, providing access to powerful experimental approaches for secreted proteins-of-interest. However, efficient biotinylation of target proteins may vary depending upon the location of the BAP tag or other structural features of the protein. [ABSTRACT FROM AUTHOR]

Formation of the Drosophila embryonic termini is controlled by the localized activation of the receptor tyrosine kinase Torso. Both Torso and Torso's presumed ligand, Trunk, are expressed uniformly in the early embryo. Polar activation of Torso requires Torso-like, which is expressed by follicle cells adjacent to the ends of the developing oocyte. We find that Torso expressed at high levels in cultured Drosophila cells is activated by individual application of Trunk, Torsolike or another known Torso ligand, Prothoracicotropic Hormone. In addition to assays of downstream signaling activity, Torso dimerization was detected using bimolecular fluorescence complementation. Trunk and Torso-like were active when co-transfected with Torso and when presented to Torso-expressing cells in conditioned medium. Trunk and Torso-like were also taken up from conditioned medium specifically by cells expressing Torso. At low levels of Torso, similar to those present in the embryo, Trunk and Torso-like alone were ineffective but acted synergistically to stimulate Torso signaling. Our results suggest that Torso interacts with both Trunk and Torso-like, which cooperate to mediate dimerization and activation of Torso at the ends of the Drosophila embryo. [ABSTRACT FROM AUTHOR]

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [ABSTRACT FROM AUTHOR]

The article discusses the use of electronic coaching strategies for synchronous discussions in distance education. It explains the concepts of inquiry-based discussion and electronic-coaching. The author also discusses the use of chats in an inquiry-based course, along with suggestions on how to use electronic coaching and chats in online education.

Developmental and behavioral disorders including intellectual disability, learning disabilities, and attention-deficit/hyperactivity disorder are highly prevalent, chronic health conditions. Despite being versed in caring for children with these conditions, pediatricians might be less prepared for challenging questions from families about the long-term course of these conditions and what can be done to improve outcomes. Through this state-of-the-art review, we provide clinicians with an understanding of the course of these conditions and adult outcomes in several areas including vocational, social, and health domains. We also provide a review of the most current research examining factors that predict or mediate adult outcomes for people with intellectual disability, learning disabilities, and attention-deficit/hyperactivity disorder. On the basis of the current literature, we offer practice recommendations aimed at optimizing adult outcomes for those with these disorders. [ABSTRACT FROM AUTHOR]

This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the relationship of teaching presence, social presence, and cognitive presence to one another and for evidence of changes in frequency of teaching, social, and cognitive presence over time. Findings suggest that social presence and cognitive presence are highly positively correlated and that teaching presence and social presence are moderately positively correlated in learner-led synchronous environments. The frequency of teaching, social, and cognitive presence did not change over time for either group. Findings also indicate that neither the group meeting online nor the group meeting face-to-face attained high levels of cognitive presence integration or resolution. [ABSTRACT FROM AUTHOR]

This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space. [ABSTRACT FROM AUTHOR]

The article presents the experiences of students who take part in online learning chat groups. It is a study which measures the learning performance of group members who unavoidably get involved in mindful and mindless multitasking during online learning chats in the Internet. The results help learners prioritize their activities during text-based chats. In this way, degrees of attention become balanced and the learning performance of online chat groups is maximized.

This article discusses the framework for using academic text-based chats in the courses of college instructors, describes the process learners use to create shared meaning and presents recommendations for practice. It has been found that online discussion boards offer opportunities for individual students to form an understanding of the issues over a period of time. Online discussion boards provide learners the ability to reflect on their thoughts as they type them in a message entry area.

The article proposes a decision model for adult enrollment derived from an analysis of the literature. Considerations were posed to the literature collected, such as the factors that describe the decision-making process to enroll in high education for adult learners who delayed or stepped out of college. Themes from the literature are presented, such as the pathway to a better life.

In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. [ABSTRACT FROM AUTHOR]

The article discusses the study "Misspecified Cells Die by an Active Gene-Directed Process, and Inhibition of This Death Results in Cell Fate Transformation in Drosophila," by Christian Werz, Tom V. Lee et al. Incorrectly specified cells often result to cell death or are transformed to adopt a different cell fate during development. Large numbers of mis-specified cells die synchronously in many developmental mutants in Drosophila. Upregulation of hid occurs in oskar mutants and other segmentation mutants.

The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theory of transactional distance as a conceptual framework, the researchers obtained data from learners in six courses that varied by course format, structure, and opportunities for interaction. Results indicated that learner satisfaction with the course structure-activities, assignments, and instructor guidance and encouragement-led to greater satisfaction with perceived knowledge gained. Interaction was highly correlated with structure. Interactions initiated by the learners contributed to their satisfaction with perceived knowledge gained. Technical expertise had no effect on satisfaction with perceived knowledge gained. [ABSTRACT FROM AUTHOR]

Looks at the use of therapeutic riding, or hippotherapy, with children who are mourning the death of a family member. Description of therapeutic riding; Themes in perceived outcomes of the program; Remarks of the parents and guardians on therapeutic riding.