scholarly journals Implications of COVID-19 Vaccine Hesitancy: Results of Online Bulletin Board Interviews

2022 ◽  
Vol 9 ◽  
Author(s):  
Jack M. Gorman ◽  
Sara E. Gorman ◽  
William Sandy ◽  
Nellie Gregorian ◽  
David A. Scales

Reluctance to accept vaccination against COVID-19 poses a significant public health risk and is known to be a multi-determined phenomenon. We conducted online focus groups, or “bulletin boards,” in order to probe the nature of COVID-19 vaccine hesitancy and its implications. Participants were 94 individuals from three distinct U.S. geographical areas and represented a range of demographic and socioeconomic characteristics. Six themes emerged from the 3 day-long bulletin boards: the most trusted source of health information sought is the personal physician; information about health is nevertheless obtained from a wide variety of sources; stories about adverse side effects are especially “sticky”; government health institutions like CDC and FDA are not trusted; most respondents engaged in individualistic reasoning; and there is a wide spectrum of attitudes toward vaccination.

Author(s):  
Gülsün Kurubacak

This chapter introduces Online Bulletin Board Dialogues (OBBDs). It focuses on how to making dialogues work. Besides, in this study, the strategies and principles of conversation design based on Media Richness Theory is discussed to generate a theoretical framework that conversation design. This framework shows that the new ways of adjusting democratic conversations to contemporaneous realities. OBBDs are influenced of several things, such as political pressures, personal aspirations, etc., the desire to exercise power, the overriding issues of global need and ambition. On the other hand, OBBDs build on shifting sands or unfirm earth of feelings and interests. The author hopes that making OBBDs work can help online communication workers find the diverse resources, multicultural experiences, and egalitarian opportunities that open their minds and broaden their perspectives. Furthermore, discussing the main characteristics of bulletin boards for building knowledge networks can construct very powerful paradigm shifts to build online communities with new communication technologies.


PLoS ONE ◽  
2018 ◽  
Vol 13 (8) ◽  
pp. e0202077
Author(s):  
Christopher Kullenberg ◽  
Frauke Rohden ◽  
Anders Björkvall ◽  
Fredrik Brounéus ◽  
Anders Avellan-Hultman ◽  
...  

2018 ◽  
Vol 36 (2) ◽  
pp. 478-491 ◽  
Author(s):  
Nigel S. Cook ◽  
Sarthak H. Nagar ◽  
Akanksha Jain ◽  
Maria-Magdalena Balp ◽  
Miriam Mayländer ◽  
...  

Author(s):  
Vladimir M. Cvetković ◽  
Neda Nikolić ◽  
Adem Ocal ◽  
Jovana Martinović ◽  
Aleksandar Dragašević

This paper presents quantitative research results regarding a predictive model of pandemic disaster fear caused by the coronavirus disease (COVİD-19). The aim of this paper was to establish the level and impact of certain demographic and socioeconomic characteristics on pandemic disaster fear caused by the coronavirus (COVID-19). The research was conducted using a questionnaire that was provided and then collected online for 1226 respondents during May 2021. A closed, five-point Likert scale was used to create the structured questionnaire. The first section of the questionnaire included research questions about the participants’ socioeconomic and demographic characteristics, while the second section included issue questions about fear caused by COVID-19. The results of multivariate regression analyses showed the most important predictor for fear of COVID-19 to be gender, followed by age and education level. Furthermore, the results of t-tests showed statistically significant differences between men and women in terms of different aspects of pandemic disaster fear caused by the coronavirus disease. Our results have several significant public health implications. Women who were more educated and knowledgeable, married, and older, reported a greater fear of the outbreak at various levels. Decision-makers can use these findings to identify better strategic opportunities for pandemic disaster risk management.


2017 ◽  
Vol 119 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Celia Rousseau Anderson ◽  
Erika C. Bullock ◽  
Beverly E. Cross ◽  
Angiline Powell

Background/Context Memphis has, in many ways, become “ground zero” for neoliberal—or corporate—reform efforts, including a statewide turnaround school district, proliferation of charter schools, and value-added teacher evaluation measures. Along with these reforms come models of schooling that undermine the concept of the “community school,” leading to different conceptions of schools, teachers, and students. In this reform context, it is challenging to implement culturally relevant pedagogy (CRP) in a way that is true to its three pillars: academic achievement, cultural competence, and sociopolitical consciousness. The challenges that those who desire to implement CRP face can be categorized as either conceptual—representing a lack of understanding of CRP's conceptual underpinnings—or systemic—representing institutional barriers that impede the integration of CRP. Purpose/Objective The purpose of this analytic essay is to outline particular challenges to CRP in a hyper-reform context and to propose a framework describing changes that must take place in the process of implementing CRP. Setting The authors use Memphis as a model of hyper-reform and the backdrop for discussions of how CRP can be implemented in such a setting. Research Design This paper is an analytic essay. Conclusions/Recommendations We propose that effectively implementing CRP in a reform context is a process that requires a shift from a methodology of individualism to a methodology of collectivism. We align corporate reform with an individualist approach, while CRP, we argue, takes a more collectivist stance. The shift from individualism to collectivism also signals a shift in our conceptions of students, from trainees to successful citizens; teachers, from engineers to artists and activists; and schools, from corporations to community. A quick tour of the school reveals nothing out of the ordinary: classrooms, desks, cafeteria tables, bulletin boards, posters with announcements, etc. But a closer look exposes several clues to the influence of local and national trends in educational reform. First, it is a charter school, a fact attested to by the student uniforms ¾ plaid skirts and button-down shirts for girls, and khaki pants with shirt and tie for boys. Also, an observer would notice that each teacher's door is decorated with the name and paraphernalia of her or his college alma mater. The local public university is heavily represented on these doors, along with a small number of other local or regional universities. However, sprinkled throughout the school are decorations reflecting the universities of the Teach for America corps members who are part of the school's faculty: Syracuse, Valparaiso, Florida, Washington University, etc. In addition, a quick look inside each classroom reveals “data walls,” places to track student achievement over the course of the semester and school year. Similarly, an announcement on the television screen in the cafeteria announces the school's distinction as a “reward school,” meaning that the school's gains on the standardized achievement tests were among the highest in the state. In the same cafeteria is a bulletin board featuring examples of “nonverbal classroom cues,” “snapping,” and “tracking with your eyes.” The title of the bulletin board is, “What's the word on culture?”


Author(s):  
W.R. Klemm

Online learners are typically considered to be isolated learners, except for occasional opportunities to post views on an electronic bulletin board. This is not the team orientation that is so central to collaborative learning (CL) theory. Why does formal CL receive so little attention in online instruction? First, the teachers who do value CL generally are traditional educators and not involved in online instruction. Second, online teachers often have little understanding or appreciation for the formalisms of CL. In this chapter, electronic bulletin boards, although universally used, are shown to provide poor support for Collaborative Learning. As a better alternative, shared-document conferencing environments that allow learning teams to create academic deliverables are discussed. Finally, examples are given of well-known CL techniques, illustrating how these are implemented with shared-document conferencing.


2018 ◽  
Vol 120 (11) ◽  
pp. 2554-2568
Author(s):  
Yuki Yano ◽  
David Blandford ◽  
Atsushi Maruyama ◽  
Tetsuya Nakamura

Purpose The purpose of this paper is to investigate Japanese consumer perceptions of the benefits of consuming fresh leafy vegetables. Design/methodology/approach An online bulletin board survey was conducted in Japan to collect responses to an open-ended question about reasons for consuming fresh leafy vegetables. A total of 897 responses were analysed using word co-occurrence network analysis. A community detection method and centrality measures were used to interpret the resulting network map. Findings Using a community detection algorithm, the authors identify six major groups of words that represent respondents’ core motives for consuming leafy vegetables. While Japanese consumers view health benefits to be most important, sensory factors, such as texture, colour, and palatability, and convenience factors also influence attitudes. The authors find that centrality measures can be useful in identifying keywords that appear in various contexts of consumer responses. Originality/value This is the first paper to use a quantitative text analysis to examine consumer perceptions for fresh leafy vegetables. The analysis also provides pointers for creating visually interpretable co-occurrence network maps from textual data and discusses the role of community structure and centrality in interpreting such maps.


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