scholarly journals COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Sania Usmani
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Technology Use ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Technology Learning ◽  
Research Technology ◽  
The Impact ◽  
Moderating Role

This paper presents the Revised Community of Inquiry (RCoI) framework to identify different aspects of learning presence (Learner, Teaching, Social and Cognitive presence) in a blended learning course. RCoI framework emphasizes on the roles of stakeholders in online education. This research tested the impact of RCoI on Students Learning with the moderating role of Technology (Learning Management System). The data was collected from 462 students in different universities in Karachi, Pakistan. Results identified that there is a positive relationship of RCoI and Technology Use (LMS) on Students Learning in a Blended/Hybrid course. Further, there was one moderating role of technology Use (LMS) found in this research. Technology moderates the relationship between Cognitive presence and Students Learning. It shows that technology reduces the cognitive presence of students and reduces their effective learning. They are lesser involved in critical thinking and problem solving as compared to classroom teaching.

Relationship between big five personality model and abusive supervision

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Bibi Tahira ◽  
Naveed Saif ◽  
Muhammad Haroon ◽  
Sadaqat Ali
Keyword(s):  
Big Five ◽  
Abusive Supervision ◽  
State Universities ◽  
Big Five Personality ◽  
Big Five Model ◽  
The Impact ◽  
First Time ◽  
Supervisor Behavior ◽  
Moderating Role

The current study tries to understand the diverse nature of relationship between personality Big Five Model (PBFM) and student's perception of abusive supervision in higher education institutions of Khyber Pakhtoonkhwa Pakistan. Data was collected in dyads i.e. (supervisors were asked to rate their personality attributes while student were asked to rate the supervisor behavior) through adopted construct. For this purpose, data was collected from three government state universities and one Private Sector University. The focus was on MS/M.Phill and PhD student and their supervisors of the mentioned universities. After measuring normality and validity regression analysis was conducted to assess the impact of supervisor personality characteristics that leads to abusive supervision. Findings indicate interestingly that except agreeableness other four attributes of (PBFM) are play their role for abusive supervision. The results are novel in the nature as for the first time Neuroticism, openness to experience, extraversion and conscientiousness are held responsible for the abusive supervision. The study did not explore the demographic characteristics, and moderating role of organizational culture, justice and interpersonal deviances to understand the strength of relationship in more detail way. Keywords: Personality big five model, abusive supervision, HEIs

scholarly journals Powerful Effects of Diagnostic Information on Automatic and Self-Reported Evaluation: The Moderating Role of Memory Recall

2021 ◽  
pp. 014616722110072
Author(s):  
Pieter Van Dessel ◽  
Jeremy Cone ◽  
Anne Gast
Keyword(s):  
Diagnostic Information ◽  
Memory Recall ◽  
Negative Behavior ◽  
Indirect Measures ◽  
Affect Misattribution Procedure ◽  
Elaborative Rehearsal ◽  
The Impact ◽  
Moderating Role

We sometimes learn about certain behaviors of others that we consider diagnostic of their character (e.g., that they did immoral things). Recent research has shown that such information trumps the impact of other (less diagnostic) information both on self-reported evaluations and on more automatic evaluations as probed with indirect measures such as the Affect Misattribution Procedure (AMP). We examined whether facilitating memory recall of alternative information moderates the impact of diagnostic information on evaluation. In Experiments 1 and 2, participants learned one diagnostic positive and one diagnostic negative behavior of two unfamiliar people. Presenting a cue semantically related to this information during evaluation influenced AMP scores but not self-reported liking scores. Experiments 3 and 4 showed that elaborative rehearsal of low diagnostic information eliminated diagnosticity effects on AMP scores and reduced them on self-reported liking scores. These findings help elucidate the role of memory recall and diagnosticity in evaluation.

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