scholarly journals When Faculty Use Instructional Technologies: Using Clark's Delivery Model to Understand Gender Differences

2002 ◽  
Vol 32 (1) ◽  
pp. 31-56
Author(s):  
Katy Campbell ◽  
Stanley Varnhagen
Keyword(s):  
Gender Differences ◽  
Postsecondary Education ◽  
Learning Technologies ◽  
Faculty Members ◽  
Future Research ◽  
Instructional Technologies ◽  
Delivery Methods ◽  
Web Based ◽  
Communications Technologies ◽  
Post Hoc

Instructional and learning technologies are playing an increasingly important role in postsecondary education, but there is evidence that a number of differences exist in how females and males approach, perceive, and implement these technologies. As faculty start to offer more of their courses using flexible delivery methods such as Web-based conferencing, it is important to understand what gender differences may exist in faculty members' approaches to instructional and communications technologies so that this process may be better facilitated. This paper has three purposes: to highlight some of the major gender-related differences noted in the literature, including some from a feminist perspective; to present and discuss related findings found in an exploratory, post-hoc analysis of survey data collected from our institution; and finally, to suggest areas for future research. Richard Clark's (1994) model distinguishing between Instructional and Delivery Technologies provides a framework for this discussion.

Helping Faculty Overcome Cultural Barriers to Adoption and Use of Web-Based Learning Technologies

2016 ◽  
pp. 300-316
Author(s):  
Stephen Asunka
Keyword(s):  
Preliminary Investigation ◽  
Cultural Factors ◽  
Learning Technologies ◽  
Faculty Members ◽  
Cultural Dimensions ◽  
Cultural Barriers ◽  
Participatory Action ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning

This study adopted a participatory action research (PAR) approach to identify and address some cultural factors that contribute in hindering faculty adoption and use of a Learning Management System (LMS) for Web-based learning at a university in Ghana. This followed a realization that an LMS that the university deployed for E-learning purposes, and had been available for over five years, remained largely unused by faculty members despite that they have been trained, motivated and appropriately resourced to do so. With a preliminary investigation revealing the possible role of cultural factors, this study drew on some aspects of Hofstede's cultural dimensions theory to conceptualize a research framework, and subsequently engaged 10 faculty members in a semester-long action study. Findings show that by collectively identifying the cultural underpinnings, and conscientiously working on them, faculty members can change their attitudes (as well as those of their other colleagues) significantly, and be better disposed to integrating Web technologies into their instructional activities.

Faculty Perceptions of Transition Personnel Preparation in Saudi Arabia

2015 ◽  
Vol 40 (2) ◽  
pp. 104-112 ◽  
Author(s):  
Bandar A. Alhossan ◽  
Audrey A. Trainor
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Future Research ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Test Analysis ◽  
Web Based ◽  
Transition Competencies

This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.

scholarly journals The Significance of Cyberlearning in Economic Education

2021 ◽  
Vol 8 (7) ◽  
pp. 26-34
Author(s):  
Fidel Ezeala-Harrison
Keyword(s):  
Computer Technology ◽  
New Technologies ◽  
Economic Education ◽  
Learning Technologies ◽  
Web Based ◽  
Course Content ◽  
Effective Learning ◽  
Teaching Of Economics ◽  
Communications Technologies ◽  
Networked Computing

We analyze the potentials of web-based and mobile-based digital technology to disseminate, inform, transmit, instruct, and exchange course content in the teaching of economics. Cyberlearning is the use of networked computer technology to enhance the mode of educational content delivery to learners, and involves personal, social, and distributed learning that is mediated by a variety of rapidly evolving computational devices such as computers, tablets, and smart phones, and involving other media such as the Web, and the Cloud. Yet cyberlearning is not only about learning to use computers or to think computationally; social networking has made it clear that the need is much more encompassing, including new modes of collaborating and learning for the full variety of human experiences mediated by networked computing and communications technologies. Educators have continued to search for answers about how new digital tools and environments can be utilized to enhance learning among students of our contemporary “New Age” generation. In the present paper we examine the potentials of cyberlearning and the opportunities it offers for promoting and assessing learning, made possible by new technologies; and how it can help learners to capitalize on those opportunities and the new practices that are made possible by these learning technologies. In particular, we examine ways of using technology for economics education to promote effective learning that result in deep rooted grasping of content, practices, and skills that will ultimately shape attitudes and contribute to enhanced policy and progress in economic matters of society.

Beyond Yes or No: Understanding Undergraduate Students’ Responses as Bystanders to Sexual Assault Risk Situations

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5772-5796 ◽  
Author(s):  
Jill C. Hoxmeier ◽  
Sarah McMahon ◽  
Julia O’Connor
Keyword(s):  
Gender Differences ◽  
Sexual Assault ◽  
Undergraduate Students ◽  
Task Force ◽  
Future Research ◽  
Sexual Assault Prevention ◽  
Bystander Behavior ◽  
Web Based ◽  
White House ◽  
Campus Sexual Assault

The White House Task Force to Protect Students From Sexual Assault recommends bystander engagement programming as part of campus sexual assault prevention efforts. Measuring students’ bystander behavior, and thus, assessing the effectiveness of such programming, is a challenging endeavor due to the range of risk situations students may witness, as well as the nuances in potential barriers students may face in these situations. Currently, many studies include dichotomous measures of bystander behavior without gathering further information about students’ opportunities to intervene, barriers to intervening, and intervention strategies. The current study sought to implement a more comprehensive approach to understanding the types of sexual assault risk situations students report to witness, as well as their response in those situations, reasons for not intervening, and any gender differences therein. In 2014, undergraduate students ( n = 9,358) at a large, public university in the Northeast completed a web-based survey to assess bystander opportunities and responses for six different risk situations. Results show that prosocial bystander responses varied depending on the risk situation. Of those students with opportunities to intervene, noninterveners reported the situation was “none of their business” or that they were “unsure of what to do.” Interveners reported to have either “confronted the situation directly” or “went and got assistance.” We also observed significant gender differences in students’ reported intervention opportunities and bystander responses. The findings of this study have several important implications for bystander engagement programming and future research.

scholarly journals Available supports and resources for postsecondary students with traumatic brain injury: A systematic review of the literature

2021 ◽  
pp. 1-12
Author(s):  
Emily Tarconish ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Ashley Taconet ◽  
Carl Coelho
Keyword(s):  
Postsecondary Education ◽  
Research Methods ◽  
Learning Strategies ◽  
Brain Injuries ◽  
Disability Services ◽  
Future Research ◽  
Postsecondary Students ◽  
Education Professionals ◽  
Concussion Management ◽  
Rigorous Research

BACKGROUND: Postsecondary students with traumatic brain injuries (TBI) are a rapidly growing population, encompassing those who sustained injuries prior to attending postsecondary education and those who endure injuries during their postsecondary studies. Not only do these individuals face a broad range of symptoms, all of which can affect academic achievement, but they also do not achieve comparable academic outcomes to their peers without disabilities. OBJECTIVE: There is a need to develop and examine the effectiveness of available supports and resources to meet the needs of these students. METHODS: Twenty-three articles were systematically reviewed to illustrate what supports are currently described in the literature for postsecondary students with TBI and what research methods were used to assess the effectiveness of these supports. RESULTS: Three categories of supports emerged, including concussion management protocols, typical study/learning strategies and accommodations, and interventions developed specifically for this population. Findings also indicated a lack of rigorous research methods used to assess these interventions’ effects. CONCLUSIONS: Implications for future research include a need for additional study of all supports and resources described in this review, and assessment of whether or not education professionals, including postsecondary disability services professionals, are aware of and using the tools and strategies addressed in this review.

The role of internalizing and externalizing liability factors in accounting for gender differences in the prevalence of common psychopathological syndromes

2007 ◽  
Vol 38 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Mark D. Kramer ◽  
Robert F. Krueger ◽  
Brian M. Hicks
Keyword(s):  
Gender Differences ◽  
Common Mental Disorders ◽  
Future Research ◽  
Latent Factor ◽  
Gender Invariance ◽  
Co Morbidity ◽  
Best Fitting ◽  
Invariance Model ◽  
Internalizing And Externalizing

BackgroundWe hypothesized that gender differences in average levels on the internalizing and externalizing factors that account for co-morbidity among common psychopathological syndromes in both men and women account for gender differences in the prevalence of specific syndromes.MethodThe latent structure of 11 syndromes was examined in a middle-aged (mean age=52.66 years, s.d.=5.82) sample of 2992 (37% men) members of the community-based Minnesota Twin Registry (MTR) assessed using 10 scales of the Psychiatric Diagnostic Screening Questionnaire (PDSQ) and an adult antisocial behavior scale. Confirmatory factorial invariance models were applied to a best-fitting, internalizing–externalizing model.ResultsA ‘strong gender invariance model’ fit best, indicating that gender differences in the means of individual syndromes were well accounted for by gender differences in mean levels of internalizing and externalizing. Women exhibited higher mean levels of internalizing (d=0.23) and lower mean levels of externalizing (d=−0.52) than men.ConclusionsThese findings suggest that risk factors for common mental disorders exhibiting gender differences may influence prevalence at the latent factor level. Future research may benefit from focusing on both the latent factor and individual syndrome levels in explaining gender differences in psychopathology.

scholarly journals Gender Differences in Psychological Outcomes Following Surf Therapy Sessions among U.S. Service Members

2021 ◽  
Vol 18 (9) ◽  
pp. 4634
Author(s):  
Lisa H. Glassman ◽  
Nicholas P. Otis ◽  
Betty Michalewicz-Kragh ◽  
Kristen H. Walter
Keyword(s):  
Gender Differences ◽  
Positive Affect ◽  
Rating Scale ◽  
Psychological Symptoms ◽  
Positive Impact ◽  
Psychological Outcomes ◽  
Future Research ◽  
Pain Rating ◽  
Men And Women ◽  
Therapy Sessions

Surf therapy is increasingly being used as an intervention to address various health problems, including psychological symptoms. Although recent research supports the positive impact of surf therapy on psychological outcomes, it is unclear whether these outcomes differ between men and women. This study compared changes in depression/anxiety (Patient Health Questionnaire-4), positive affect (Positive and Negative Affect Schedule), and pain (Numerical Pain Rating Scale) between U.S. service men and women (N = 74) during six weekly surf therapy sessions. Overall, participants reported decreased depression/anxiety (p < 0.001) and increased positive affect (p < 0.001), but no change in pain rating following each session (p = 0.141). Significant gender differences were found in the magnitude of changes in depression/anxiety (B = −1.01, p = 0.008) and positive affect (B = 4.53, p < 0.001) during surf sessions, despite no differences in pre-session scores on either outcome. Women showed greater improvements in depression/anxiety and positive affect compared with men—an important finding, given that surfing and military environments are often socially dominated by men. Future research is needed to replicate these findings in other samples, extend this research to other underrepresented populations, and identify barriers and facilitators of the sustainable implementation of surf therapy across populations.

The Differential Risk Factors of Physically Forced and Alcohol- or Other Drug-Enabled Sexual Assault Among University Women

2009 ◽  
Vol 24 (3) ◽  
pp. 302-321 ◽  
Author(s):  
Christopher P. Krebs ◽  
Christine H. Lindquist ◽  
Tara D. Warner ◽  
Bonnie S. Fisher ◽  
Sandra L. Martin
Keyword(s):  
High Risk ◽  
Sexual Assault ◽  
Future Research ◽  
Web Based ◽  
Campus Sexual Assault ◽  
University Women ◽  
Undergraduate Women ◽  
Reported Data ◽  
Lifestyle Activities ◽  
Very High

The Campus Sexual Assault Study examined whether undergraduate women’s victimization experiences prior to college and lifestyle activities during college were differentially associated with the type of sexual assault they experienced: physically forced sexual assault and incapacitated sexual assault. Self-reported data collected using a Web-based survey administered to more than 5,000 undergraduate women at two large public universities indicated that victimization experiences before college were differentially associated with the risk of experiencing these two types of sexual assault during college. Women who experienced forced sexual assault before college were at very high risk of experiencing forced sexual assault during college (odds ratio [OR] = 6.6). Women who experienced incapacitated sexual assault before college were also at very high risk of experiencing incapacitated sexual assault during college (OR = 3.7). Moreover, women’s substance use behaviors during college, including getting drunk and using marijuana, were strongly associated with experiencing incapacitated sexual assault but were not associated with experiencing forced sexual assault. Implications for education and prevention programs, as well as future research directions, are discussed.

Investigation and Implementation of a Web-Based CAD System for Fabric Appearance

2010 ◽  
Vol 129-131 ◽  
pp. 645-647
Author(s):  
Fan Lei Yan ◽  
Lian He Yang ◽  
Hai Feng Chang
Keyword(s):  
Data Exchange ◽  
3D Model ◽  
Texture Mapping ◽  
Future Research ◽  
Web Browser ◽  
Research Directions ◽  
Web Based ◽  
Cad System ◽  
Key Technologies ◽  
Future Research Directions

The area of web-based CAD system has grown since the mid-1990s. This paper introduces a new web-based CAD system for fabric appearance. The system uses the Browser/Server structure, and the designer can employ this system installed on the server to build a 3D model of fabric appearance through the Web browser. The basic architecture is discussed in this paper. Some key technologies, such as graphics display, texture mapping and the data exchange, are also investigated. In the last, some future research directions are presented.

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