scholarly journals Organizational Learner Presence Theory as a Factor in Training Modality Preference

Author(s):  
Tyechia Veronica Paul
Author(s):  
Leland van den Daele ◽  
Ashley Yates ◽  
Sharon Rae Jenkins

Abstract. This project compared the relative performance of professional dancers and nondancers on the Music Apperception Test (MAT; van den Daele, 2014 ), then compared dancers’ performance on the MAT with that on the Thematic Apperception Test (TAT; Murray, 1943 ). The MAT asks respondents to “tell a story to the music” in compositions written to represent basic emotions. Dancers had significantly shorter response latency and were more fluent in storytelling than a comparison group matched for gender and age. Criterion-based evaluation of dancers’ narratives found narrative emotion consistent with music written to portray the emotion, with the majority integrating movement, sensation, and imagery. Approximately half the dancers were significantly more fluent on the MAT than the TAT, while the other half were significantly more fluent on the TAT than the MAT. Dancers who were more fluent on the MAT had a higher proportion of narratives that integrated movement and imagery compared with those more fluent on the TAT. The results were interpreted as consistent with differences observed in neurological studies of auditory and visual processing, educational studies of modality preference, and the cognitive style literature. The MAT provides an assessment tool to complement visually based performance tests in personality appraisal.


SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A264-A264
Author(s):  
Norah Simpson ◽  
Isabelle Tully ◽  
Jessica Dietch ◽  
Joshua Tutek ◽  
Rachel Manber

Abstract Introduction Use of telemedicine platforms for conducting CBTI has the potential to reach more patients than in person treatment alone. While CBTI has been shown to be effective in older adults, questions about proficiency with technology and preference for treatment modality have not been addressed. Methods Baseline data from participants in the RCT of the Effectiveness of Stepped-Care Sleep Therapy In General Practice (RESTING) study were used. Analyses compared CBTI treatment modality preference (in person, online [video platform], no preference) across the following variables: insomnia severity (Insomnia Severity Index; ISI), depression (Geriatric Depression Scale; GDS), cognitive functioning (telephone-based cognitive screen) and internet proficiency (IP; assessing comfort with and frequency of internet use). Data collected prior to the pandemic-shut down (March 2020) were utilized for the primary analysis of treatment preference; n=71, mean age = 62.5 (SD = 8.1); 64.8% female; treatment preferences: in person (33.8%), no preference (25.4%), online (40.8%). A secondary analysis compared IP data from participants with baseline data from pre-pandemic (Nov 2019-Feb 2020, n=71), early pandemic (March-June 2020, n=28), and late pandemic (the most recent four months of enrollment, July 2020-Nov 2020, n=40) periods. Results Pre-pandemic, age was not significantly associated with treatment modality preference, nor any baseline clinical characteristics or demographic variables (p’s >.01). Only ‘comfort’ and ‘comfort+frequency’ scores from the internet proficiency measure differed significantly between treatment preference groups (p’s<.002). Post-hoc analyses revealed the online group had significantly higher comfort and comfort+frequency scores than the in person group (p’s<. 003). Comparing data from pre-pandemic, early pandemic, and late pandemic, frequency of internet use and comfort+frequency with internet use differed across groups (p’s <.004). Post-hoc comparisons revealed frequency of internet use scores were higher in the late pandemic compared to pre-pandemic (p=.003). Conclusion These findings suggest that comfort using technology, but not age or clinical characteristics, is associated with treatment modality preference for patients with insomnia who are enrolled in a technology-based clinical trial of CBTI. As proficiency in use of technology increases, for example, during and following the pandemic, one can expect that telemedicine will be an increasingly viable approach to providing CBTI among older adults. Support (if any) 1R01AG057500


2018 ◽  
Vol 26 (1) ◽  
pp. 95-111 ◽  
Author(s):  
Simon Erridge ◽  
Derek K. T. Yeung ◽  
Hitendra R. H. Patel ◽  
Sanjay Purkayastha

Background. Telementoring is a technique that has shown potential as a surgical training aid. Previous studies have suggested that telementoring is a safe training modality. This review aimed to review both the technological capabilities of reported telementoring systems as well as its potential benefits as a mentoring modality. Methods. A systematic review of the literature, up to July 2017, was carried out in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Study quality was assessed using the Oxford Levels of Evidence proforma. Data were extracted regarding technical capabilities, bandwidth, latency, and costs. Additionally, the primary aim and key results were extracted from each study and analyzed. Results. A total of 66 studies were identified for inclusion. In all, 48% of studies were conducted in general surgery; 22 (33%), 24 (36%), and 20 (30%) of studies reported telementoring that occurred within the same hospital, outside the hospital, and outside the country, respectively. Sixty-four (98%) of studies employed video and audio and 38 (58%) used telestration. Twelve separate studies directly compared telementoring against on-site mentoring. Seven (58%) showed no difference in outcomes between telementoring and on-site mentoring. No study found telementoring to result in poorer postoperative outcomes. Conclusions. The results of this review suggest that telementoring has a similar safety and efficacy profile as on-site mentoring. Future analysis to determine the potential benefits and pitfalls to surgical education through telementoring are required to determine the exact role it shall play in the future. Technological advances to improve remote connectivity would also aid the uptake of telementoring on a larger scale.


2008 ◽  
Vol 7 (3) ◽  
Author(s):  
P. Wright ◽  
A.J. Soroka ◽  
S. Belt ◽  
D.T. Pham ◽  
S. Dimov ◽  
...  

Author(s):  
Jenna Copper ◽  
George Semich

High-stakes student testing, accountability for students' outcomes, new educational trends, and revised curricula and standards are only a few of the reasons that teachers must learn to teach complex material with skilled and intentional practices. As a result, professional development for educators is in critical demand. Nevertheless, research in the field of professional development indicates that most teachers do not experience effective teacher training (Desimone et al., 2002; Guskey, 2002). Therefore, the purpose of this paper was to examine one professional development opportunity using the video-sharing tool, YouTube, as a training modality for in-servicing teachers. For this study, the researchers conducted interviews with six teachers currently teaching in Western Pennsylvania to analyze their perceptions about the YouTube teacher training method. The results of the study indicated that the YouTube training tool is a quality training tool to assist teachers in the implementation of higher-order teaching strategies. Additionally, the results indicated that YouTube training videos could reinforce in-person training.


2019 ◽  
Vol 1367 ◽  
pp. 012011
Author(s):  
Yogiek Indra Kurniawan ◽  
Anggit Rahmawati ◽  
Nur Chasanah ◽  
Aini Hanifa

1981 ◽  
Vol 4 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Barbara Larrivee

This paper reviews accumulated research pertinent to the issue of modality preference as a method for differentiating beginning reading instruction. Research is considered here in the following categories: Studies providing differential instruction based on modality preference; related studies comparing auditory and visual modes as mediational channels; and studies dealing with the extent to which auditory and visual capacities are related to success in beginning reading. The following conclusions are presented: 1) Regardless of the measure used to classify learners, only a relatively small percentage of children showed a marked preference for either modality; 2) most current measurement instruments did not demonstrate the necessary reliability to be used in decisions concerning differential assignment of children to instructional programs; and 3) differentiating instruction according to modality preference apparently did not facilitate learning to read.


1996 ◽  
Vol 19 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Norris A. Graham ◽  
John R. Kershner

This study assessed the neuropsychological validity of the modality preference measures from the Reading Style Inventory (RSI), an instrument that claims to measure left-hemisphere (analytic, sequential, auditory) and right-hemisphere (holistic, simultaneous, visual) reading styles. Older fluent readers (age-matched to the children with disabilities) rated their reading styles more strongly auditory and visual than nondisabled beginning readers (reading-level-matched to the children with disabilities) and children with dyslexia. Compared to both control groups, the dyslexia group was unique in failing to demonstrate a high incidence of children with strong preferences in either modality. RSI ratings were unrelated to dichotic listening and, by inference, not related to the relative activation of the cerebral hemispheres in linguistic processing. RSI performance was also unrelated to reading comprehension, word recognition, word attack, and verbal/performance IQ. The results do not support the underlying biological rationale of the RSI or its claims to accurately profile nondisabled novice readers and children with dyslexia in terms of their cerebral hemispheric preferences. However, the results do suggest the potential usefulness of the RSI in educational contexts.


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