A COMPARATIVE ANALYSIS OF READING ATTITUDES OF ELDERLY ACTIVE AND INACTIVE READERS

This study presents an analysis of the attitudes of elderly active and inactive readers that relate to preferences in reading. It was hypothesized that no differences would be found between the readers’ attitudes toward reading. Findings indicated that there are differences between elderly active and inactive readers and that elderly active readers seem to have a more positive attitude toward reading than elderly inactive readers.     

Promoting Sustainability: Audience and Curatorial Perspectives on The Human Factor

Abstract Humanity faces a growing list of socio‐economic and environmental problems, which impel us all to foster more sustainable forms of development. This paper examines how museums might encourage the kind of awareness that can lead to sustainability, by assessing responses to The Human Factor, a permanent exhibition at the Royal Saskatchewan Museum, which raises questions about values, beliefs, and actions associated with the industrialized worldview. Responses to the exhibition were assessed through quantitative exit surveys and a novel technique involving heart rate monitors. Additional qualitative insights were gained from responses of participants in a high school Youth Forum on Sustainability that used the exhibition to catalyze discussion. Together, these studies suggest that provocative exhibitions can foster understanding and awareness among teenagers and adults through a combination of cognitive and emotional responses, and that a focus on sustainability can be challenging both for visitors and for museums as cultural institutions.     

Cultural diversity in online learning: A study of the perceived effects of dissonance in levels of individualism/collectivism and tolerance of ambiguity

Online learning courses are hypothesized to be influenced by the instructors' and students' cultural values. This study collected survey data from online instructors and students to analyze the effects that Hofstede's individualism/collectivism and ambiguity (in)tolerance cultural dimensions exert on online courses offered from an individualist/ambiguity tolerant perspective. Results revealed that the students' cultural dimensions relate significantly to some of their perceptions of culture in the online classroom. Contrary to their individualist peers, collectivist learners felt that their individualist instructors were not usually aware of cultural differences in the online classroom and that their culture was not being considered to make learning relevant to their cultural context. Ambiguity intolerant students, in contrast with their ambiguity tolerant peers, felt that cultural background consideration is important and would appreciate being informed about relevant cultural differences they might experience taking an online course based on a different cultural perspective. Students from ambiguity intolerant cultures also reported less motivation to participate than their counterparts. In addition, language was found to influence the participation patterns when the ambiguity (in)tolerance values of the students were studied. However, language was not found to influence participation patterns for the individualist/collectivist dimension. The results of the study suggest that cultural differences do affect how students perceive the online classroom.     

An attitudinal study of computer-assisted testing as a learning method

The study investigated the effects of exposure to computer-assisted testing (CAT) as an effective instructional method and its effects on attitudes toward computer-assisted instruction (CAI). Five computer quizzes consisting of 20 randomly drawn multiple-choice questions were individually administered on 10 teletype terminals. A feedback mechanism was incorporated in the CAT program and provided detailed explanations of questions. Results indicated that subjects exposed to CAT had significantly more favorable attitudes toward CAI than subjects not exposed to CAT. In addition, CAT was perceived by students to be an effective instructional method in aiding mastery of conceptual and factual material.