Search

This article presents the concepts of interaction and immediacy and discusses their theoretical frameworks, implications, and relationship with one another. The authors propose the development of a new conceptual model and recommend additional antecedent research. (Contains 1 figure.)

This study evaluates the effectiveness of human anatomy software in face-to-face and online anatomy laboratory classes. Cognitive, affective, and psychomotor perceived learning was measured for students using Pearson Education's Practice Anatomy Laboratory 2.0 software. This study determined that student-perceived learning was significantly greater in the online class environment and was specifically related to psychomotor learning. The findings of this study have implications for future educational practice in the use of advanced digital software for learning in both traditional and online education courses as instructors seek to find better methods to assist their students in developing skills in learning human anatomy.

The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed. (Contains 5 tables.)

The study reported in this paper investigated sense of community and perceived learning in on-campus and online courses at both a Christian university and a state university using a population of graduate students (N = 350). Results suggest that the Christian ethos, with its influence on all facets of university life, manifests itself in stronger online as well as on-campus sense of community among students at the Christian university. However, this added community capital does not result in greater perceived learning among students at the Christian university in either on-campus or online courses. Additionally, participants in on-campus courses felt stronger sense of community and greater perceived learning than their online peers at both universities, exposing both a community gap and a perceived learning gap in courses delivered at a distance. The community gap manifests itself mostly in the social dimension of community, which consists of feelings pertaining to community spirit, cohesion, trust, safety, interactivity, interdependence, and sense of belonging. Significant differences were not observed in the learning dimension of community, which concerns the degree to which learning community members share group norms and values and the extent to which their educational goals and expectations are satisfied by group membership. (Contains 2 tables.)

Multivariate statistical analyses were used to determine if there were differences in social community, learning community, and perceived learning between male and female students in 12 online graduate education courses in which female students (n = 162) outnumbered males (n = 31). Study results provided evidence that females felt more connected to other students in their courses, felt that their online learning experiences were more aligned to their educational values and goals, and perceived they learned more than their male peers. (Contains 3 tables and 1 figure.)

This article highlights instructional communication and distance education research with an emphasis on the social dynamics of the online learning experience and their impact on the learning experience. Literature related to the twin concepts of immediacy and group cohesiveness--central constructs related to building an effective classroom social dynamic--will be reviewed in an attempt to glean insights for the practical adaptation of these constructs from face-to-face to online learning environments. Such social dynamics are not presented as the pedagogical ends of the instructor's role, but as the foundation, or means through which more intentional learning activities may be more effectively constructed in the online classroom.

The researchers examined responses from 862 faculty members at 38 institutions nationwide using the blackboard Learning Management System (LMS) to supplement their face-to-face instruction. The four research questions addressed the primary uses that faculty make of blackboard, perceptions that faculty have of how certain blackboard features enhance or elevate (or might enhance or elevate) their assessment of student work and instructional capabilities, and how faculty use of blackboard might positively affect the psychosocial climate within the face-to-face classroom setting. Additional analysis sought to identify the factors that predict use and positive perception of blackboard as a supplement to face-to-face teaching activities. The results indicate that faculty primarily used blackboard as a course management/administration tool to make course documents available to students and manage course grades. Few faculty used blackboard for instructional or assessment purposes, and even fewer utilized blackboard to foster a more positive sense of community within their face-to-face classes. Faculty attitudes, on the whole, were positive when it came to the classroom management functions of blackboard, but neutral or otherwise undecided in terms of its instructional or psychosocial benefits. The main factor in determining blackboard usage--whether for course administration or instructional purposes--was experience with the tool. In addition, women had more positive attitudes than men did in terms of blackboard's potential to enhance classroom management and foster a positive relational climate. Limitations of the study and suggestions for future research are discussed before concluding. (Contains 1 table.)

A significant body of literature has supported the assertion that communication in the classroom is central to the learning process. Prosocial behaviors, such as nonverbal and verbal immediacy, have been found to promote affective and cognitive learning in traditional instructional settings. This study examined the relationships among instructor verbal immediacy and affective and cognitive learning in the online classroom. One hundred and forty-five online learners evaluated instructor immediacy, affective, and cognitive learning through the use of a Web-based survey instrument. The results of this study found that students who rated their instructors as more verbally immediate expressed greater positive affect and higher perceived cognition than students taught by less immediate instructors. These results are consistent with similar studies in traditional courses and reinforce the influential role of the instructor in creating a conducive online learning environment. (Contains 2 table.)

All ages and sex classes of northern fur seals, Callorhinus ursinus, show a tendency to return to their place of birth when returning to the shore of St. Paul island in the North Pacific. This 'natal site fidelity' was found to increase with age amongst both sexes, with the females exhibiting earlier 'fidelity' tendencies. Both sexes are most likely to return to their natal site during breeding season.

We used sighting reports, including decades of citizen‐reported Hawaiian monk seal (Neomonachus schauinslandi) sightings, to describe female breeding biology and reproductive success in the main Hawaiian Islands. We first used this data set to describe the timing of events in the female reproductive cycle. We then conducted an expert review of patterns in sighting histories to detect unobserved pupping events. Finally, we estimated the age‐specific reproductive curve for female monk seals in the main Hawaiian Islands. Charting reproductive cycles showed indications of the robust condition of female monk seals in the main Hawaiian Islands; they nursed pups 12% longer than their counterparts in the Northwestern Hawaiian Islands and regained condition to molt more quickly after weaning a pup. By examining sighting histories, we were able to infer 25 unobserved pupping events that had previously gone uncounted. We accounted for additional uncertainty with a randomization procedure. After accounting for unobserved pupping events, the age‐specific reproductive rate of main Hawaiian Islands monk seals exceeded 0.70 for prime aged females (8–18 years). This is the highest reproductive rate reported for any of the Hawaiian monk seal breeding sites, illustrating the important role of the main Hawaiian Islands population in Hawaiian monk seal recovery. [ABSTRACT FROM AUTHOR]

This paper presents a model of professional development using collaborative coaching and networking which has been used to improve online instructor effectiveness. Components of the model are presented in the context of a ten-year-old faculty development program at a private university in the Southeast. A collaborative coaching checklist is also provided.

Identifying, assessing, and ranking the impact of individual threats is fundamental to the conservation and recovery of rare and endangered species. In this analysis, we quantify not only the frequency of specific causes‐of‐death (CODs) among Main Hawaiian Island (MHI) monk seals, but also assess the impact of individual CODs on the intrinsic growth rate, λ, of the MHI population. We used gross necropsy results, histopathology, and other evidence to assign probabilities of 11 COD types to each mortality and then used Monte Carlo sampling to evaluate the influence of each COD on λ. By right censoring realizations involving specific CODs, we were able to estimate λ (and its associated uncertainty) when CODs were selectively removed from influencing survival. Applying the analysis to all known and inferred deaths believed to have occurred 2004–2019, the CODs with the largest influence on λ were anthropogenic trauma, anthropogenic drowning, and protozoal disease. In aggregate, anthropogenic CODs had a larger effect on the growth rate than either natural or disease CODs. Possible bias associated with differential carcass detection, recovery, and COD classification are discussed. [ABSTRACT FROM AUTHOR]