scholarly journals Carbon-lite collaboration: a virtual visual matrix

2020 ◽  
Vol 13 (2) ◽  
pp. 135-149
Author(s):  
Wendy Hollway ◽  
Jette Kofoed ◽  
Gillian Ruch ◽  
Louise Sims ◽  
Rachel Thomson ◽  
...  
Keyword(s):  
Virtual Communication ◽  
Face To Face ◽  
Before And After ◽  
The Matrix ◽  
The Face ◽  
Finite Period ◽  
Back Stage ◽  
Matters Of Concern ◽  
Visual Matrix ◽  
Global Heating

In this article we present an example of psychosocial practice ‐ a visual matrix ‐ which attempted to address and embody carbon-lite research methods in the face of global heating. Combining virtual and face-to-face modes of presence and interaction generated insights as well as posing challenges. In the article we explore two ideas through a discussion of ‘interference’ and ‘inclusion/exclusion’. The article extends our understanding of the method to include an awareness of what comes before and after the matrix. By attuning ourselves to its materialities and the practices of care involved in staging a matrix and then digesting its affects and effects, we are alerted to the front and back stage of the method. Following this insight we discuss how a feminist engagement with psychosocial method can be used to connect ‘matters of concern’ such as global heating with situated practices of care that themselves may constitute a carbon-lite methodology. The article is polyvocal, generated by participants through virtual communication in the month following the matrix. It documents an intense, rich and finite period of communication and collaboration. It is an example of ‘writing which offers to us a space where we are able to confront reality in such a way that we live more fully’ (Back, 2007: 160). Questions of mortality and finitude are a motif for the matrix, expressed in a range of ways.

scholarly journals A Comparison of Students’ Preferences in Online Algebra Instruction Pre- and Post-Covid-19

2021 ◽  
Vol 15 (17) ◽  
pp. 4
Author(s):  
Zeynep Akcay Ozkan ◽  
Sirin Budak
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
The United States ◽  
Discussion Board ◽  
Online Homework ◽  
Online Classes ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Virtual Meetings

This study is aimed towards understanding students’ preferences in online learning of College Algebra at a community college in the United States, before and after the Covid-19 pandemic. We analyze the results of Student Satisfaction surveys administered during Fall 19, Spring 20 and Fall 20 semesters. The classes were partially or fully online with synchronous and asynchronous components such as face-to-face and/or virtual meetings, pre-recorded video lessons, assignments through online homework platforms, and discussion board assignments. Our analysis show that students found face-to-face meetings most helpful, when classes were taught partially online. After the transition to online teaching, virtual meetings did not directly replace the face-to-face meetings, instead online homework platforms were preferred. We find that students ultimately started utilizing all components of online classes on an equal basis. Our results reflect students’ adjustment to online teaching, taking more advantage from asynchronous course components and becoming active learners over time.

Upgrading rural Japanese nurses’ respiratory rehabilitation skills through videoconferencing

2000 ◽  
Vol 6 (2_suppl) ◽  
pp. 69-71 ◽  
Author(s):  
I Sawada ◽  
A Sugiyama ◽  
A Ishikawa ◽  
T Ohyanagi ◽  
K Saeki ◽  
...  
Keyword(s):  
Distance Learning ◽  
Clinical Skills ◽  
Pilot Project ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
The Difference ◽  
Medical University ◽  
Japanese Nurses ◽  
Respiratory Rehabilitation

We examined the effect of distance learning on nurses’ clinical skills in a rural Japanese hospital. The subject matter was respiratory rehabilitation. After one face-to-face session, two 30min sessions were delivered by videoconferencing to staff nurses working in a 100–bed rural hospital 250 miles (400 km) from Sapporo Medical University. A self-rating questionnaire was distributed before and after the sessions. Responses were collected from 15 out of 32 nurses participating in the face-to-face session (47%). Before the first videoconferencing session, ‘always use’ and ‘sometime use’ the new skills were rated by 67% of nurses, but after the second videoconferencing session ‘always use’ and ‘sometimes use’ were rated by 73% and ‘never use’ at 0%. This implies that there was increased use of new skills after the second session, although the difference was not significant. The nurses’ opinions about the effectiveness for patients increased from 8% to 27% after the second session, which was significant. The pilot project indicated the usefulness of distance learning for upgrading nurses’ clinical practice in one rural Japanese hospital and suggested ways in which videoconferencing can be used in future.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

The Application of Flipped Classroom in Teaching University Students

2019 ◽  
pp. 1473-1485
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Learning Capacity ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

From photograph to face-to-face: Brief interactions change person and personality judgments

2018 ◽  
Author(s):  
Liam Satchell
Keyword(s):  
First Impressions ◽  
Social Judgments ◽  
Judgment Accuracy ◽  
Face To Face ◽  
Personality Judgment ◽  
Negative Valence ◽  
Before And After ◽  
The Face ◽  
Positive Attribute ◽  
Person Judgment

Research into ‘first impressions’ frequently uses photographs of faces as representations of unknown others. This is the case for legitimate concerns about standardisation, sample size and experimental control. However, there is little work investigating the robustness of these first impressions through first interactions. A sample of 97 pairs of stranger participants (N= 194) completed personality measures (of Big Five and Triarchic Model of Psychopathy), made personality and social judgments of a photograph of the face of their to-be partner, then engaged in five minutes (maximum) of unstructured interaction with their partner and then made their judgments again. The behaviour of the participants in the interaction was coded using 76 criteria. Generally, before and after judgments were correlated, but significantly different at Time 2. Personality judgment accuracy at Time 1 was poor overall but at Time 2 participants showed self-other agreement on Neuroticism, Extraversion and psychopathic Boldness. At Time 1 participant ratings of confidence were more similar to negative valence but at Time 2 confidence was a positive attribute. Coded behaviours related to ‘engagement’ were those that influenced the person judgments the most, and these were related to Extraversion, Agreeableness and Boldness of participants. Overall, the results of this study show that first personality and person judgments change from photographs to face-to-face interaction. Person judgment research should be aware of the extent to which judgments of photographs relate to first interaction.

scholarly journals The Condition and Challenges of Community Learning Centre in the Oil Palm Plantations of Sarawak, Malaysia

2021 ◽  
Vol 22 (3) ◽  
pp. 1656-1672
Author(s):  
Bemen Win-Keong Wong ◽  
Suriati Ghazali ◽  
Nooriah Yusof
Keyword(s):  
Oil Palm ◽  
Teaching And Learning ◽  
Movement Control ◽  
Text Messages ◽  
Community Learning ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Set Up ◽  
Control Order

Sarawak is facing the problem of labour shortage in its oil palm plantations. It is difficult to recruit Malaysians to work in the plantations and, therefore, hiring foreign workers has become one of the solutions. Since the number of Indonesian workers and children is increasing, the Indonesian Government has requested to set up Community Learning Centre (CLC) in plantations for the Indonesian children in Sarawak. This article aims to explore the existence of CLC and the challenges faced by its teachers. A qualitative study has been employed, and data was collected using face-to-face interviews and interviews via telephone and text messages. The face-to-face interviews were conducted before and after the Movement Control Order was implemented in Sarawak. The first 16 CLCs were set up in 2016, and the number increased to 63 in 2020. CLC uses the Indonesian teaching syllabus, and the subjects are taught by Indonesian teachers (Guru Pamong and Guru Bina). Up to June 2020, there were 114 Indonesian CLC teachers in the state. The constraints of the CLC in Sarawak include limited classrooms, low motivation of the students, and lack of teaching and learning equipment which affects the effectiveness of teaching and learning. On the bright side, the CLC has given an opportunity to the Indonesian children in oil palm plantations in Sarawak to have primary education. After graduating from CLC, they can continue their studies in a secondary school in Indonesia since the teaching syllabus in CLC is similar to the one used in Indonesia.

scholarly journals Effect of Taking the Liberal Arts Course ‘Creative Thinking and Problem Solving’ on the Improvement of Creative Competencies of College Students in Science and Engineering －Focusing on Comparison Before and After COVID-19

2021 ◽  
Vol 15 (5) ◽  
pp. 359-372
Author(s):  
Young-Ju Hur ◽  
Eun Sook Park
Keyword(s):  
Problem Solving ◽  
Real Time ◽  
Creative Thinking ◽  
Science And Engineering ◽  
Video System ◽  
Online Class ◽  
The Real ◽  
Face To Face ◽  
Before And After ◽  
The Face

This study was conducted to derive implications on how educational activities should be organized and operated for improving creative competency in online class situations by analyzing how it has changed in classes before and after COVID-19. These classes were taken by science and engineering students who took the ‘Creative Thinking and Problem Solving’ subject operated by N University. In order to achieve the goals of this study, a pre-post test related to creative competency was administered at the beginning and end of the semester to 92 students who took the face-to-face class in the second semester of 2019, and to 120 students who took the on-line class in the second semester of 2020. The research results are as follows: Creative competency was significantly improved in the face-to-face class, but not in the online class. Looking at each sub-competency of creative competency, both the challenge spirit and problem solving ability were significantly improved in the face-to-face class. Moreover, the student’s challenge spirit ability was significantly improved in the online class, but their problem solving ability was not significantly improved. These results were similar regardless of whether the instructor changed, or if the students’ grades changed. Also, the students’ gender had no bearing on these results either. Based on these research results, as well as on our educational goals and the content of the classes, the project activities involved in the ‘Creative Thinking and Problem Solving’ subject can be used in online classes in their current form. But this study suggested that strategies for improving students' problem-solving abilities need to be supplemented. Specifically, instructors should increase communication opportunities through the parallel use of the real-time remote video system, and should guide their students to become faithful to the team-based project activities through the sub-session function of the real-time remote video system. To this end, the university may consider changing two credits of two hours into two credits of three hours, or three credits of three hours. Universities also need to operate this subject in connection with extra-activities. It is also necessary for instructors to provide a support environment where students can freely meet using the real-time remote video system, and can engage in solving problems through their own initiative.

The Application of Flipped Classroom in Teaching University Students

2017 ◽  
Vol 6 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Tran Van Hung ◽  
Mohan Yellishetty ◽  
Ngo Tu Thanh ◽  
Arun Patil ◽  
Le Thanh Huy
Keyword(s):  
Online Learning ◽  
Flipped Classroom ◽  
Learning Systems ◽  
Online Activity ◽  
Face To Face ◽  
Before And After ◽  
The Face ◽  
Flipped Classrooms ◽  
Face To Face Learning ◽  
Teaching Learning

Flipped classrooms have been extensively used by many educators all over the world and are being seen as an alternative to the traditional classroom-based teaching-learning practices. As for traditional classrooms, face-to-face learning has not brought the personalization of learning capacity, time, attitude, behavior and interests to learners and has not exposed them to experimental activities. The flipped classrooms, on the other hand, enable students to be flexible in their learning and offer more time to go through videos, lectures posted on the Internet, which helps students to acquire the lessons through online learning systems. Flipped classrooms help create environment for more interaction between learners and instructors/facilitators, especially by creating the face-to-face conversations more interactive. However, teaching using flipped classrooms requires adequate additional resources such as; the effective online learning systems, databases, appropriate learning contents and methods, plan, presentations (in various forms like PowerPoint, word, scrom, video, audio) and most importantly minimum technical knowledge for both learners and instructors to use varieties of tools. This paper presents the construction of an environment supporting students to take part in an online activity before and after face-to-face interaction and organization of experimental teaching with the process of learning in groups based on the model of flipped classrooms to facilitate active learning. The quantitative results at the end of the course showed that the flipped learning is highly preferred and useful pedagogical approach when compared to those traditional methods that fostered better learning attitude and behaviors.

Tem analysis of multiple-energy arsenic implanted and Rta'd silicon

1987 ◽  
Vol 45 ◽  
pp. 246-247
Author(s):  
R.A. Herring
Keyword(s):  
Device Fabrication ◽  
High Concentration ◽  
Tem Analysis ◽  
Defect Clusters ◽  
High Fluences ◽  
Small Defect ◽  
Before And After ◽  
The Matrix ◽  
The Difference ◽  
Factor Type

Rapid thermal annealing (RTA) of ion-implanted Si is important for device fabrication. The defect structures of 2.5, 4.0, and 6.0 MeV As-implanted silicon irradiated to fluences of 2E14, 4E14, and 6E14, respectively, have been analyzed by electron diffraction both before and after RTA at 1100°C for 10 seconds. At such high fluences and energies the implanted As ions change the Si from crystalline to amorphous. Three distinct amorphous regions emerge due to the three implantation energies used (Fig. 1). The amorphous regions are separated from each other by crystalline Si (marked L1, L2, and L3 in Fig. 1) which contains a high concentration of small defect clusters. The small defect clusters were similar to what had been determined earlier as being amorphous zones since their contrast was principally of the structure-factor type that arises due to the difference in extinction distance between the matrix and damage regions.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

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