scholarly journals Contributing Factors on the Effectiveness of Delivering Business Technology Courses: On-Ground Versus Online

2019 ◽  
Vol 9 (4) ◽  
pp. 19
Author(s):  
John Tan ◽  
Hongwei Du ◽  
Ching-Lih Jan ◽  
Robert Lin
Keyword(s):  
Student Performance ◽  
Course Design ◽  
Research Question ◽  
The United States ◽  
Male Students ◽  
Contributing Factors ◽  
Course Content ◽  
Proper Training ◽  
Business Technology ◽  
Technology Course

Enrollment in online college courses in the United States has grown by about 5% from 2012 to 2016. This paper examines course design and student performance data to research whether instructors can delivery on-ground and online sections of a business technology course with the same effectiveness. Authors address this paper’s research question by analyzing five pairs of on-ground and online sections of business technology courses. Each of the five pairs of business technology course, has data analytics projects as part of the course content, is taught by the same instructor with the same details of course contents in the same quarter. Overall results of this paper suggest that, with proper training and support of technology, an instructor can deliver both the on-ground and online sections of a business technology course with the same effectiveness as measured by students’ grade points. Further analysis shows that this result applies to female and male students, respectively. Female (male) students learn equally well in on-ground and online. This paper contributes to the literature by discussing some contributing factors on the effectiveness of delivering online business technology courses. Authors suggest that other than technology such as LockDown Browser or Respondus Monitor, continuous placement of the same instructor with Quality Matters training to teach both the on-ground and online sections of a course is crucial to success. Results of this paper consequently provide practical implications to instructors, academic advisers, and administrators of universities.

scholarly journals The use of E-Cigarettes among Adolescents in the United States

2020 ◽  
pp. 1-7
Author(s):  
Dr. Henry O’lawrence ◽  
Dr. Linda Martinez ◽  
Andre Garcia ◽  
Patricia Ramos ◽  
Dejay Pequillo ◽  
...  
Keyword(s):  
United States ◽  
Health Effects ◽  
Research Question ◽  
Secondary Data ◽  
The United States ◽  
Contributing Factors ◽  
Future Directions ◽  
Lack Of Information ◽  
Parental Guidance ◽  
Interview Survey

Latest research has indicated that e-cigarettes are not safe for all ages, from kids to young adults, and it has been estimated that 99% of the e-cigarettes sold in the U.S. contained nicotine. This study further investigated why the underage smoking of e-cigarettes is increasing, especially among youth in California. Additionally, the study investigated secondary data from California’s Health Interview Survey (CHIS, 2017) was used to determine if the health effects caused by e-cigarette smoking, as well as future directions and implications. The research question was to determine whether smoking has increased in teens in the United States due to vaping and e-cigarette devices and whether there is a positive correlation to e-cigarette advertisement and the insufficiency of government regulations The researchers came up with a single hypothesis determine if the lack of information about the negative health effects, regulation, and parental guidance are contributing factors to the increase of adolescent smoking in the United States.

The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students

2019 ◽  
Vol 17 (2) ◽  
pp. 45-58
Author(s):  
Esther Smidt ◽  
Cecilia Yin Mei Cheong ◽  
Emily Dachroeden ◽  
Timothy Kochem
Keyword(s):  
Student Perceptions ◽  
Qualitative Data ◽  
Course Design ◽  
Research Question ◽  
The United States ◽  
Public University ◽  
Online Course ◽  
Blended Courses ◽  
Blended Course ◽  
Quality Features

This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.

Effective Online Courses in Business Administration

2011 ◽  
pp. 237-246
Author(s):  
David L. Sturges
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Business School ◽  
Course Design ◽  
Online Courses ◽  
Cost Benefit ◽  
Traditional Learning ◽  
Course Content ◽  
Traditional Course

Technologies used to enhance, augment, or replace traditional course content have been widely examined. With few exceptions, study of these technologies focuses on the effects of the technologies in isolation. Only a few discussions have attempted to evaluate multi-technologies and their contribution to effective learning for online students. This chapter looks at the traditional learning styles and creates a model for robust, multi-technology, student learning-centered approach to optimize student learning in online classes in a business school. It finds that a well-designed, multi-technology approach results in better student performance, more satisfied students, and greater cost-benefit for the business school. The results have been adapted into course design to create a new kind of resource for online course deployment.

scholarly journals ESP COURSE DESIGN: EOP TOUR GUIDE

2017 ◽  
pp. 106-114
Author(s):  
MARINA A. PIROGOVA ◽  
Keyword(s):  
Adult Students ◽  
English Language ◽  
Course Design ◽  
The United States ◽  
United States Department ◽  
Situation Analysis ◽  
Context Analysis ◽  
Tour Guide ◽  
Course Content ◽  
Final Project

This paper examines the English language needs in an ESP course at Amur State University, Russia. The course designed was based on a Target Situation Analysis (TSA), Present Situation Analysis (PSA) and Context Analysis taking into accounts some basic concepts forwarded by Kay Westerfield and Jennifer Rice through online teacher training course with University of Oregon, Linguistics Department, American English Institute (UO AEI) «English for Specific purposes, Best Practices». The author of the article completed the course administered by the United States Department of State, Bureau of Educational and Cultural Affairs. Final project «ESP Course Design: EOP Tour Guide» now is a part of the curriculum of the target professional group of students. Feedback from the ESP group (EOP: Tour Guide) indicated that the course content was tailored to suit their professional needs and wants and contributed to a positive EL experience for these learners who are adult students from a non-native English speaking background.

Mass School Shootings in the United States: A Novel Root Cause Analysis Using Lay Press Reports

2019 ◽  
Vol 58 (13) ◽  
pp. 1423-1428 ◽  
Author(s):  
Chris A. Rees ◽  
Lois K. Lee ◽  
Eric W. Fleegler ◽  
Rebekah Mannix
Keyword(s):  
United States ◽  
Environmental Factors ◽  
Root Cause Analysis ◽  
The United States ◽  
School Shootings ◽  
Contributing Factors ◽  
Mass Shootings ◽  
Cause Analysis ◽  
Factors Associated ◽  
Root Cause

School shootings comprise a small proportion of childhood deaths from firearms; however, these shootings receive a disproportionately large share of media attention. We conducted a root cause analysis of 2 recent school shootings in the United States using lay press reports. We reviewed 1760 and analyzed 282 articles from the 10 most trusted news sources. We identified 356 factors associated with the school shootings. Policy-level factors, including a paucity of adequate legislation controlling firearm purchase and ownership, were the most common contributing factors to school shootings. Mental illness was a commonly cited person-level factor, and access to firearms in the home and availability of large-capacity firearms were commonly cited environmental factors. Novel approaches, including root cause analyses using lay media, can identify factors contributing to mass shootings. The policy, person, and environmental factors associated with these school shootings should be addressed as part of a multipronged effort to prevent future mass shootings.

scholarly journals What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

2021 ◽  
Vol 11 (7) ◽  
pp. 333
Author(s):  
Kerstin Hamann ◽  
Maura A. E. Pilotti ◽  
Bruce M. Wilson
Keyword(s):  
General Education ◽  
Self Efficacy ◽  
Causal Attribution ◽  
The United States ◽  
Female Students ◽  
Male Students ◽  
Course Grades ◽  
Success In Higher Education ◽  
And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

scholarly journals Increasing Awareness and Knowledge among Adult Latinos regarding Sexually Transmitted Infections

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Ijeoma S. Eze ◽  
Margaret Brady ◽  
Beth Keely
Keyword(s):  
Condom Use ◽  
Sexually Transmitted Infections ◽  
Low Income ◽  
Outpatient Clinic ◽  
The United States ◽  
Consistent Condom ◽  
Contributing Factors ◽  
Consistent Condom Use ◽  
Sexually Transmitted ◽  
Post Test

AbstractLatinos in the United States are disproportionately affected by Human Immunodeficiency Virus and sexually transmitted infections (STIs). They account for about 24 % of newly diagnosed AIDS cases each year and are two to three times more likely to develop STIs when compared with non-Latino whites. Limited knowledge of STIs has remained one of the contributing factors to the disparity. The purpose of this study was to implement an educational bundle and evaluate its effectiveness in increasing STI knowledge and consistent condom use among adult Latinos seen in an outpatient clinic that serves low income patients. A pre- and post-test design was used to evaluate changes in STI knowledge and consistency of condom use. The educational bundle consisted of YouTube STI-related videos, a pre-designed one to one educational session, provision of condoms and STI-related educational materials. Self-administered questionnaires were used to collect data at baseline and one week post implementation of the educational bundle. Forty-six Latinos (18 females and 28 males) ranging in ages 19 to 60 years participated in the project. The total mean STI knowledge and condom use frequency improved from pre-test (M = 1.67, M = 3.09) to post-test (M = 3.80, M = 5.33). Results of paired samples t-tests demonstrated statistically significant differences between total mean STI knowledge (t(45) = –15.48, p < 0.001) and condom use frequency (t(45) = –7.09, p < 0.001) at pre-test and post-testing. The educational bundle was effective in increasing STI knowledge and consistent condom use among adult Latinos in an outpatient clinic. Further study needs to be done to determine the long-term effect of this mode of education for this population.

scholarly journals El Nacimiento del Pueblo Mestizo: Critical Discourse on Historical Trauma, Community Resilience and Healing

2021 ◽  
Vol 48 (3) ◽  
pp. 265-275
Author(s):  
Lisa Cacari Stone ◽  
Magdalena Avila ◽  
Bonnie Duran
Keyword(s):  
Public Health ◽  
Service Learning ◽  
Mexican Americans ◽  
Research Question ◽  
Historical Trauma ◽  
The United States ◽  
Policy Implications ◽  
Border Region ◽  
Indigenous Populations ◽  
Field Notes

Purpose. Historical trauma has been widely applied to American Indian/Alaska Native and other Indigenous populations and includes dimensions of language, sociocultural, and land losses and associated physical and mental disorders, as well as economic hardships. Insufficient evidence remains on the experiences of historical trauma due to waves of colonization for mixed-race Mexican people with indigenous ancestry (el pueblo mestizo). Research Question. Drawing from our critical lenses and epistemic advantages as indigenous feminist scholars, we ask, “How can historical trauma be understood through present-day discourse of two mestizo communities? What are public health practice and policy implications for healing historical trauma among mestizo populations?” Methodology and Approach. We analyzed the discourse from two community projects: focus groups and ethnographic field notes from a study in the U.S.–Mexico border region (2012–2014) and field notes and digital stories from a service-learning course in northern New Mexico (2016–2018). Findings. Our analysis describes the social and historical experiences of Mexicans, Mexican Americans, Chicanas/os, and Nuevo Mexicano peoples in the southwestern border region of the United States. We found four salient themes as manifestations of “soul-wound”: (1) violence/fear, (2) discrimination/shame, (3) loss, and (4) deep sorrow. Themes mitigating the trauma were community resiliency rooted in “querencia” (deep connection to land/home/people) and “conscientizacion” (critical consciousness). Conclusion. Historical trauma experienced by mestizo Latinx communities is rooted in local cultural and intergenerational narratives that link traumatic events in the historic past to contemporary local experiences. Future public health interventions should draw on culturally centered strength-based resilience approaches for healing trauma and advancing health equity.

scholarly journals “Wars” on COVID-19 in Slovakia, Russia, and the United States: Securitized Framing and Reframing of Political and Media Communication Around the Pandemic

2020 ◽  
Vol 5 ◽  
Author(s):  
Marta N. Lukacovic
Keyword(s):  
United States ◽  
Social Media ◽  
Digital Media ◽  
Political Communication ◽  
Research Question ◽  
The United States ◽  
Frame Element ◽  
Political Factions ◽  
Russian Media ◽  
The Government

This study analyzes securitized discourses and counter narratives that surround the COVID-19 pandemic. Controversial cases of security related political communication, salient media enunciations, and social media reframing are explored through the theoretical lenses of securitization and cascading activation of framing in the contexts of Slovakia, Russia, and the United States. The first research question explores whether and how the frame element of moral evaluation factors into the conversations on the securitization of the pandemic. The analysis tracks the framing process through elite, media, and public levels of communication. The second research question focused on fairly controversial actors— “rogue actors” —such as individuals linked to far-leaning political factions or militias. The proliferation of digital media provides various actors with opportunities to join publicly visible conversations. The analysis demonstrates that the widely differing national contexts offer different trends and degrees in securitization of the pandemic during spring and summer of 2020. The studied rogue actors usually have something to say about the pandemic, and frequently make some reframing attempts based on idiosyncratic evaluations of how normatively appropriate is their government's “war” on COVID-19. In Slovakia, the rogue elite actors at first failed to have an impact but eventually managed to partially contest the dominant frame. Powerful Russian media influencers enjoy some conspiracy theories but prudently avoid direct challenges to the government's frame, and so far only marginal rogue actors openly advance dissenting frames. The polarized political and media environment in the US has shown to create a particularly fertile ground for rogue grassroots movements that utilize online platforms and social media, at times going as far as encouragement of violent acts to oppose the government and its pandemic response policy.

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