scholarly journals Evaluation of a Workplace Health and Wellbeing Training Course Delivered Online and Face-To-Face

2018 ◽  
Vol 15 (11) ◽  
pp. 2422 ◽  
Author(s):  
Zenobia Talati ◽  
Emily Davey ◽  
Carly Grapes ◽  
Trevor Shilton ◽  
Simone Pettigrew
Keyword(s):  
Repeated Measures ◽  
Relative Effectiveness ◽  
Perceived Competence ◽  
Perceived Usefulness ◽  
Workplace Health ◽  
Face To Face ◽  
Training Course ◽  
Health And Wellbeing ◽  
The Face ◽  
Potential Benefits

Organisations may benefit from training champions to promote healthy workplace environments and initiatives. This study compared the perceived usefulness and relative effectiveness of an employee training course offered via online and face-to-face formats. Individuals who took part in the training course were assessed on their perceived competence and confidence to implement changes pre- and post-training. Repeated measures Analysis of Variance (ANOVA) and a t-test were conducted to test for significant differences between pre- and post-training scores and/or mode of training, respectively. Although the face-to-face training course was rated as slightly more useful, there were no significant differences between the two modes of training for the other dependent variables, and both modes led to significantly greater perceived competence and confidence post-training. These findings demonstrate the potential benefits of training employees to implement changes in their workplaces.

scholarly journals The microdynamics of social regulation: Comparing the navigation of disagreements in text-based online and face-to-face discussions

2020 ◽  
Vol 23 (6) ◽  
pp. 902-917 ◽  
Author(s):  
Carla A. Roos ◽  
Tom Postmes ◽  
Namkje Koudenburg
Keyword(s):  
Social Relationships ◽  
Repeated Measures ◽  
Latin Square ◽  
Online Discussions ◽  
Social Regulation ◽  
Interpersonal Interaction ◽  
Message Content ◽  
Face To Face ◽  
Differences Of Opinion ◽  
The Face

This study explores how people navigate the field of tension between expressing disagreement and maintaining social relationships in text-based online as compared to face-to-face discussions. In face-to-face discussions, differences of opinion are socially regulated by introducing ambiguity in message content coupled with instant responding on a relational level. We hypothesized that online messages are less ambiguous and less responsive, both of which may hinder social regulation. Thirty-six groups of three unacquainted students discussed politically controversial statements via chat, video-chat (nonanonymous), and face-to-face, in a multilevel repeated measures Graeco-Latin square design. Content coding revealed that online discussions were relatively clear and unresponsive. This related to participants experiencing reduced conversational flow, less shared cognition, and less solidarity online. These results suggest that ambiguity and responsiveness enable people to maintain social relationships in the face of disagreement. This emphasizes the key role that subtle microdynamics in interpersonal interaction play in social regulation.

scholarly journals Psychological Constructs as Predictors of Strength Gains in a Strength Training Course

2019 ◽  
Vol 16 (1) ◽  
pp. 41-48
Author(s):  
Kathrine Hadley ◽  
Joanna Morrissey
Keyword(s):  
Strength Training ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Exercise Adherence ◽  
Well Being ◽  
Perceived Competence ◽  
Outcome Expectancy ◽  
Future Research ◽  
Psychological Constructs ◽  
Training Course

Strength training has many benefits, both affective and physical health-related. However, little research has been done on the psychological constructs that play an important role in exercise adherence, maintenance, and outcomes regarding strength training specifically. The purpose of this study was to examine self-efficacy (SE), perceived competence (PC), and outcome expectancy (OE), several of the key psychological constructs, as predictors of strength gains in a strength training course. It was hypothesized that the changes in participants’ measures of SE, PC, and OE from baseline to post-training would predict participants’ actual strength gains, but not the levels of SE, PC, and OE at baseline and post-training independently. Participants (n=20; 50% 20-21 years old, 40% 22-24 years old, 10% 25 years or older; 60% female, 40% male; 45% Caucasian, 30% Hispanic/Latino, 20% multiracial, 5% Asian/Pacific Islander) in a 15-week strength training technique (STT) course completed a battery of psychological questionnaires assessing SE, PC, and OE in addition to fitness tests consisting of a vertical jump test, an estimated one repetition maximum bench press and a back squat at baseline, mid- and post-training. One-way repeated measures ANOVA was used to examine differences in SE, PC, and OE at baseline, mid-, and post-training. Spearman correlation and multiple regression analyses were used to determine the predictive specificity of baseline, mid-, post-training levels, and changes in SE, PC, and OE on strength gains. ANOVA results show a significant time effect, as there was a significant increase in all three variables over time, suggesting that course participation increased students’ SE, OE, and PC about strength training. Baseline scores, post-training scores, and changes in SE, PC, and OE were not significant predictors of changes in strength or power scores. These results suggest that while an instructor-led STT course may increase SE, OE, and PC for individuals with varying strength training experience and positively influence college students’ well-being, these psychological constructs may not predict strength gains. Future research should examine possible predictive factors for strength training outcomes in larger, more heterogeneous populations. KEYWORDS: StrengthTraining; Self-Efficacy; Perceived Competence; Outcome Expectancy; Psychological Constructs; Kinesiology; Strength and Conditioning; Resistance Training

scholarly journals Fostering Learner Autonomy by using Moodle as Pedagogical Tool: Reflections on Students’ Perceptions

2019 ◽  
Vol 4 (2) ◽  
pp. 162-172
Author(s):  
Arjun Neupane
Keyword(s):  
Mathematics Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Perceived Ease Of Use ◽  
Online Teachers ◽  
Face To Face ◽  
Online Mode ◽  
Collaborative Learning Communities ◽  
The Face

Moodle is an open source for e-learning system. It is as a tool for delivering contents to students and it is useful to build rich collaborative learning communities. It allows users to be active learners, who actively participate in the online learning process. Based on this background, this study aimed to investigate the students’ views on the use of Moodle in mathematics education. This study gave attention to the variables of perceived usefulness, perceived ease of use, attitude and students’ self- efficacy in learning mathematics.  Participants of this study consisted of 24 students, who took first and second semester courses at the master's level in Mathematics Education in 2018 batch from Open and Distance Education Center (ODEC), TU. There are 21 male and three female students. Four students were chosen for the interview including one female representative. Data triangulation between the data of interviews, online observation, and interviews with online teachers was used to analyze and analysis of the data. Three online teachers were chosen for interview purposively. The finding revealed that students had a positive perception towards the use of Moodle and were happy to learn mathematics from the online mode rather than the face-to-face mode. It is suggested that the Moodle if used appropriately and systematically, benefits tutors and students equally.

scholarly journals A Comparison of Two Native American Navigator Formats: Face-to-Face and Telephone

2005 ◽  
Vol 12 (4_suppl) ◽  
pp. 28-33 ◽  
Author(s):  
Mark B. Dignan ◽  
Linda Burhansstipanov ◽  
Judy Hariton ◽  
Lisa Harj ◽  
Terri Rattler ◽  
...  
Keyword(s):  
Native American ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Relative Effectiveness ◽  
Screening Mammography ◽  
Individual Risk ◽  
Face To Face ◽  
The Face ◽  
Urban American Indian ◽  
Telephone Group

The study was designed to test the relative effectiveness of a Navigator intervention delivered face-to-face or by telephone to urban Native American women. The effectiveness of the intervention was evaluated using a design that included a pretest, random assignment to face-to-face or telephone group, and posttest. The Social Cognitive Theory- based intervention was a tailored education program developed to address individual risk factors for breast cancer. At posttest, self-reported mammograms in the past year increased from 29% to 41.3% in the telephone group and from 34.4% to 45.2% in the face-to-face group. There was no difference in change from pretest to posttest between the telephone and face-to-face groups. Navigators can be effective in increasing adherence to recommendations for screening mammography among urban American Indian women.

Impacts of Behavior Modeling in Online Asynchronous Learning Environments

2007 ◽  
pp. 128-151
Author(s):  
Charlie C. Chen ◽  
Albert L. Harris ◽  
Lorne Olfman
Keyword(s):  
Social Presence ◽  
Perceived Usefulness ◽  
Behavior Modeling ◽  
Asynchronous Learning ◽  
Software Application ◽  
Face To Face ◽  
Asynchronous Learning Environments ◽  
The Face ◽  
Face To Face Instruction ◽  
Live Instruction

The continued and increasing use of online asynchronous learning (OAL) environments for training raises the question whether behavior modeling, the most effective training method in live instruction, will prove to be effective in OAL environments. If it is effective, to what extent will it be effective? In this study, behavior modeling training was delivered in three modes: face-to-face, videotaped, and scripted. Each behavior modeling mode expresses social presence to a different degree, and therefore could impact both learning performance and the willingness of students to take online asynchronous training. This study reports on the effect of behavior modeling modes on three variables in an OAL environment, perceived usefulness, near-knowledge, and far-knowledge transfer, when learning a software application. Nine hypotheses were proposed. Four hypotheses were supported and five were not. This research found that the face-to-face environment is not significantly more effective than an OAL environment. The impacts of social presence seem to be higher in face-to-face OAL environments. Although videotaped instruction and scripted instruction were lower than face-to-face instruction, they deliver same degrees of social presence and lead to similar satisfaction level.

scholarly journals S109. FEASIBILITY AND ACCEPTABILITY OF ACCEPTANCE AND COMMITMENT THERAPY IN DAILY LIFE (ACT-DL): PATIENTS’ PERSPECTIVES

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S75-S76
Author(s):  
Evelyne van Aubel ◽  
Thomas Vaessen ◽  
Ulrich Reininghaus ◽  
Inez Myin-Germeys
Keyword(s):  
Acceptance And Commitment Therapy ◽  
Daily Life ◽  
Perceived Usefulness ◽  
Early Psychosis ◽  
Daily Lives ◽  
Face To Face ◽  
On Demand ◽  
Acceptance And Commitment ◽  
The Face ◽  
User Data

Abstract Background Acceptance and Commitment Therapy (ACT) is a third-wave cognitive-behavioral intervention that holds promise for treatment of individuals in the early stages of psychosis. To increase its treatment effects, we have developed an ACT smartphone app that can be used as an add-on to traditional ACT – ACT in Daily-Life (ACT-DL). Augmenting face-to-face ACT with a mobile health ecological momentary intervention (EMI) may empower clients to take treatment into their own hands and bridge the treatment-practice gap. We tested the feasibility and acceptability of ACT-DL as part of a randomized controlled trial in individuals in the early stages of psychosis. Methods Participants at ultra-high risk (UHR) for, or with a first episode of psychosis (FEP) were randomized to ACT-DL (n=71) or to treatment-as-usual (n=77). In ACT-DL, participants followed seven face-to-face individual ACT-sessions. After each session, they took home a smartphone with the ACT-DL app installed on it that reminded individuals of ACT principles with visual cues of metaphors and provided exercises, 8 times a day for three subsequent days. On-demand exercises were always available. We gathered user data on adherence to app notifications, on-demand use of the app, and rated metaphor usefulness after each session. At post-measurement, a debriefing questionnaire assessed user evaluation on the use, usefulness, and burden of (parts of) the ACT-DL intervention. Results ACT-DL participants attended on average 5 out of 7 ACT sessions, with 42 completing all sessions. App user data (n=58) showed that on a weekly basis, participants interacted on average 16 times with the ACT-DL app, responding to 25% of the notifications, and initiating 5 on-demand exercises. Perceived usefulness of ACT-metaphors varied substantially between participants and weeks. Neither clinical status (UHR vs FEP), nor other baseline (or therapy) related variables were related to dropout, while minority status (b=-4.88; p<.01) and extraversion (b=-.44; p<.05) predicted lower app compliance. A debriefing questionnaire (n=41) showed that the majority of the participants (defined as endorsing a score of 5 or higher on a 7-point Likert scale) indicated that ACT-DL in general (69%), as well as the face-to-face ACT sessions (74%) were useful, and that the app had helped them to implement ACT exercises in their daily lives (71%). There was less consensus on whether the ACT-DL app was useful (40%) and whether it helped to increase mindful awareness (52%). Both the number of beeps (61%) and the length of beep questionnaires (57%) were perceived as burdensome. Whereas 90% of participants practiced the ACT exercises using the ACT-DL app and 85% using the workbook at least once, only 49% did the exercises on their own. Discussion This study showed that, despite large between-subject variability, early psychosis patients are largely positive about ACT-DL, acknowledging the usefulness of the app to implement ACT in their daily lives, the homework exercises, and the face-to-face sessions. This argues for the use of a blended care approach in early psychosis. However, the relatively low number of completion rates and app compliance, the perceived burden from notifications, and the variability in perceived usefulness of (parts of) the app, corroborates the need for future improvements in intervention design. I will provide suggestions for app optimisation.

scholarly journals The Future Of Guidance And Counselling In The 21st Century In Nigeria: Changing Face-To-Face Counselling Through Cyberspace Counselling

2020 ◽  
Vol 2 (2) ◽  
pp. 91-98
Author(s):  
Kamilu Olanrewaju Muraina ◽  
Saleh Musa G ◽  
Zahrau Muhammad Kabir
Keyword(s):  
21St Century ◽  
Emerging Technologies ◽  
Science And Technology ◽  
Western World ◽  
Face To Face ◽  
Use Of Technology ◽  
The Future ◽  
The Face ◽  
Potential Benefits ◽  
Use Of Internet

The use of technology in all spheres of lives has brought about significant changes worldwide. The use of internet has replaced the face-to-face counselling in the western world. The future is being shaped by current and emerging technologies that are drastically changing the way in which people interact. Such changes are as a result of development in the field of science and technology. Consequently, cyberspace counselling is at the forefront of the paradigm changes that are shaping the future of face-to-face counselling. This paper reflects on the potential benefits of cyberspace counselling in the 21st century, its implication, challenges and prospects for counsellors and the counsellees in Nigeria. Building upon this, the paper also concludes why these technologies can change theface-to-face traditional counselling to cyberspace counselling thereby making both counsellors and clients in the realm of counselling context.

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.

Antecedent Factors to Recommendation Intention on the Face-to-Face Job Consulting

2013 ◽  
Vol 14 (3) ◽  
pp. 115-133
Author(s):  
조현 ◽  
Jaeshin Park ◽  
ki-jin jang
Keyword(s):  
Face To Face ◽  
The Face ◽  
Recommendation Intention

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Sign in / Sign up

Export Citation Format

Share Document