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Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions regarding online learning. Two-hundred forty-nine (249) graduate students were surveyed to identify positive components that led to their satisfaction and perceived challenges that inhibited it. Findings from the study indicated that interaction, between students and with the instructor has a major impact on their satisfaction. Other challenges identified were sufficient learner support that linked to campus resources, and the need for varying instructional design and delivery to facilitate students' desire to learn. In contrast, students were highly satisfied with the clarity and organization of instruction using sufficient resources. The instructor's role was identified as being vitally important to students' satisfaction.

In recent years, the popularity of alphabet books has spread into older grades, as they address a variety of themes and can be used across disciplines. Their complexity can stimulate thinking and offer a world of possibilities in the area of research. Students of all ages are motivated to create an alphabet book on a self-selected topic. The purpose of this article is to highlight a selection of alphabet books to highlight the literacy opportunities these books provide across grade levels. Russell (2012) emphasizes the value of alphabet books in abstract concept development, in their artistic creativity with information to stimulate learning, and in their pure aesthetic charm. Alphabet books can provide a model for narrative or expository structure. They can provide a structure for presenting information on a topic and they can facilitate language development. This article will include suggested titles and activities for using these books during instruction.

To promote content literacy, students have to be actively involved. This article focuses on strategies that stimulate student interest by involving them with the content during pre-reading, during-reading and post-reading activities. These processes provide students with optimal opportunities for comprehension. The authors recommend the use of a variety of materials to supplement the social studies text, recognizing, however, that the text, because of its breadth of knowledge will always play an important role. The three instructional activities delineated reinforce the idea that social studies learning is promoted through literacy, just as language acts learning is developed through the social studies. All of the strategies include a form of graphic organizer. They are examples of ways teachers can adapt instruction to promote student interest in social studies. Social studies doesn't have to be boring! (Contains 1 note and 3 figures.)

Background Regular testing of individuals at higher-risk of HIV is central to current prevention strategies. The aim of the present study was to examine the extent to which confidence in one's perceived ability to undertake various aspects of HIV testing and self-testing (self-efficacy) affected HIV testing outcomes. We assessed factors, including self-efficacy, associated with HIV testing frequency and the likelihood to self-test among gay and bisexual men (GBM).Methods: Participants were HIV-negative GBM at an increased risk of HIV (more than five partners or condomless anal intercourse in the previous 3 months) enrolled in a randomised controlled trial of HIV self-testing. The baseline questionnaire captured data regarding sociodemographic characteristics, HIV and/or sexually transmissible infection testing history, sexual behaviour, beliefs and attitudes towards HIV and eight items capturing confidence in HIV testing ability that were combined as a single broad measure of HIV testing self-efficacy (α=0.81). Factors associated with three or more HIV tests in the past year and the likelihood of self-testing in the future were determined using logistic regression.Results: Of 354 GBM, 34% reported three or more HIV tests in the past year, and 64% reported being 'very likely' to self-test. Factors independently associated with three or more HIV tests in the past year were: higher self-efficacy (adjusted odds ratio (aOR) 1.08 per unit increase; 95% confidence interval (CI) 1.02-1.14; P=0.004); >10 male partners in the past 6 months (aOR 1.79; 95% CI 1.05-3.04; P=0.031) and higher optimism regarding the effects of HIV treatments on HIV transmission (aOR 1.14; 95% CI 1.00-1.29; P=0.044). Only higher self-efficacy was independently associated with reporting a greater likelihood to self-test in the future (aOR 1.10; 95% CI 1.05-1.15; P < 0.001).Conclusions: Improving self-efficacy by enhancing GBM's knowledge and experience may lead to higher testing frequency. The self-efficacy measure used in the present study could be useful in identifying GBM likely to face difficulties with HIV testing and self-testing. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of active participation in meaningful conversation in the student's field of study. The skills of organizing, generalizing, and synthesizing of the students plays important role in the information age. The need for students to talk with others will encourage the development of the level of independence.