scholarly journals Online Dynamic Asynchronous Audit Strategy for Reflexivity in the Qualitative Paradigm

2014 ◽  
Author(s):  
Frank LaBanca
Keyword(s):  
Word Processing ◽  
Study Data ◽  
Multiple Perspectives ◽  
Word Processing Program ◽  
Web Browser ◽  
Data Set ◽  
Processing Program ◽  
Audit Strategy ◽  
Effective Use ◽  
High Credibility

The trustworthiness of a qualitative study can be increased by maintaining high credibility and objectivity. Of utmost importance to these factors is the reflexivity of the researcher. Standard journaling techniques are frequently used to maintain an audit trail and document tentative interpretations of a study. One of the major limitations to paper-based reflexivity is the lack of regular audit feedback. Online blogging tools can facilitate reflexivity and subsequent auditing with ease. Blogs are potentially cost-free, and only a rudimentary understanding of a web browser and word processing program are necessary for effective use. Moreover, blogs provide a simple, contiguous interface for an effective auditing process. An analysis of a reflexivity blog and subsequent audits is examined here. Findings indicate that the multiple perspectives of the auditors gave additional insights and that might not normally be considered by a researcher, providing a multi-arrayed perspective to interpretation of a study data set.

’I copied all the letters in a big, round hand’: indexing W. S. Gilbert

1988 ◽  
Vol 16 (2) ◽  
pp. 92-96
Author(s):  
Geoffrey Dixon
Keyword(s):  
Word Processing ◽  
Word Processing Program ◽  
Processing Program ◽  
History Of ◽  
Base Text

Describes the conception, gestation and birth of the author’s recently published concordance to the Gilbert & Sullivan operas.* The background and history of the project, and the author’s qualifications for the task, arc discussed with consideration of the problems facing the concordance-maker—the basic decisions that have to be made and the technical points involved. Base text, arrangement and use, and exclusions are all covered, together with an explanation as to why the concordance was not computer-generated. The mechanics of manual compilation are outlined, as is the preparation of camera-ready copy using a microcomputer-based word-processing program.

KOMPETENSI AWAL PESERTA DIKLAT PADA DIKLAT TEKNIS SUBSTANTIF PENINGKATAN KOMPETENSI MEDIA PEMBELAJARAN BERBASIS MULTIMEDIA BAGI GURU MADRASAH DI KANMENAG KABUPATEN PANGANDARAN TAHUN 2018

2020 ◽  
Vol 12 (34) ◽  
Author(s):  
Urip Muryanto
Keyword(s):  
Information And Communication Technology ◽  
Communication Technology ◽  
Word Processing ◽  
Technical Training ◽  
Word Processing Program ◽  
Competency Training ◽  
Processing Program ◽  
Information And Communication ◽  
Basic Concepts ◽  
Descriptive Method

This study aims to describe the initial competency of the training participants in the Substantive Technical Training on Competency Enhancement of Multimedia-Based Learning Media in the Ministry of Religion of Pangandaran District in 2018 totaling 30 people. The study used descriptive method with a research instrument in the form of a closed questionnaire to all training participants and simple data processing in percentage form. The results showed that the initial competency of participants in the word processing program was 28.89%, internet for learning 33.33%, basic concepts of hardware and software 34.67%, number processing program 35.56% and word processing program 47.78%, so that the average of all aspects of the program is at 35.78%.  Keywords: Initial Competency, training, Information and Communication technology, multimedia.

An Easy-to-Use Word Processing Program for Creating Concept Cards in Psychology Courses: A Method for Teachers

2002 ◽  
Vol 90 (3) ◽  
pp. 968-974 ◽  
Author(s):  
Charles I. Abramson ◽  
Ellen Gray Robinson ◽  
Jessica Rice ◽  
Jami Burley ◽  
Staci Bergman ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Word Processing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Word Processing Program ◽  
Study Behavior ◽  
Self Testing ◽  
Processing Program ◽  
Psychology Courses ◽  
The Look

We describe a template to create concept cards in psychology courses using a word processing program. Students create their own individualized cards, which have the look and feel of flashcards and retain the same self-testing and monitoring features. Students report the template is easy to use, that the cards help them focus their study behavior and employ critical thinking skills in learning class material. We offer several suggestions on how to use the cards.

Unicode for beginners

English Today ◽  
2005 ◽  
Vol 21 (2) ◽  
pp. 63-64
Author(s):  
Michael Bulley
Keyword(s):  
Word Processing ◽  
Computer Systems ◽  
Word Processing Program ◽  
International Phonetic Alphabet ◽  
Correct Form ◽  
Processing Program

THIS ARTICLE springs from my experiences when I submitted a piece to English Today that contained characters from the International Phonetic Alphabet (IPA). I had used a font containing such characters that came with my word-processing program, and I submitted the article electronically as a file attachment. Unfortunately, the characters did not arrive in the same form as they had left, owing to incompatibility between the two computer systems, and so there were parts of the article that did not make much sense. The editor graciously reprinted it in its correct form in the following issue (ET80).

A self-questioning strategy to increase young writers' revising processes

1985 ◽  
Vol 6 (3) ◽  
pp. 307-318 ◽  
Author(s):  
Colette Daiute ◽  
John Kruidenier
Keyword(s):  
Computer Program ◽  
Word Processing ◽  
Writing Process ◽  
Word Processing Program ◽  
Question Prompts ◽  
Experimental Intervention ◽  
Questioning Strategies ◽  
Processing Program ◽  
Beginning Writers ◽  
Question Prompt

AbstractResearchers who study the writing process have found that beginning writers do little spontaneous revising of their own texts. This study explores the possibility that beginning writers do not revise because they do not read their own writing. The assumption behind the study is that explicit self-questioning strategies would engage young writers in reading their texts; thus they would become more active revisers. The experimental intervention is a question-prompt computer program (added to a word processing program) that guides the 11 to 16-year-old subjects to examine their own writing by asking themselves questions about their texts. This process was intended to engage the subjects in reading the text closely and revising more extensively. Analyses of the number and nature of revisions indicate that self-reflective question-prompts engage students in reading their texts and lead to significant changes in revising strategy.

Mechanism and Indeterminacy: Reply to MacIntosh

Dialogue ◽  
1990 ◽  
Vol 29 (4) ◽  
pp. 551-556
Author(s):  
Ken Warmbród
Keyword(s):  
Word Processing ◽  
Word Processing Program ◽  
Processing Program

Jack Hack is a programmer responsible for writing portions of a popular commercial word-processing program. Hack has included the following harmless but insulting “bomb” in the program's input subroutine.

Multilevel Structured Documentation

1989 ◽  
Vol 31 (2) ◽  
pp. 215-228 ◽  
Author(s):  
Robert W. Holt ◽  
Deborah A. Boehm-Davis ◽  
Alan C. Schultz
Keyword(s):  
Problem Solving ◽  
Word Processing ◽  
Computer Experience ◽  
Word Processing Program ◽  
Amount Of Information ◽  
Different Types ◽  
Processing Program ◽  
Low Levels ◽  
Problem Solving Behavior ◽  
Different Levels

This research examined the effects of different types of documentation on the performance of users with different levels of experience on a word-processing program. Three forms of documentation (global overview, detailed step-by-step, and combined global and detailed) were presented to undergraduates with high, medium, and low levels of computer experience. Dependent measures were problem-solving behavior using a word-processing program, the amount of information retained by the participants about the program, and subjective reactions to the documentation. The results indicated that (a) combined global and detailed documentation was, in general, superior to either type of documentation alone; (b) more experienced users were superior in reading documentation more quickly and solving problems more quickly, but they did not have significantly better recall or recognition of components of the program; and (c) the effects of type of documentation did not interact with the level of user's experience.

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