The interrupted learner: How distractions during live and video lectures influence learning outcomes

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.     

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.     

Perceptions and practices regarding M.A. capstone options and PH.D. admission decisions: A survey of communication M.A. and PH.D. program representatives

In terms of positioning a student for Ph.D. admission, the decision to complete a thesis or comprehensive exams as one's M.A. capstone is based on much speculation, but little systematic study. This study surveyed M.A. and Ph.D. Communication program representatives about doctoral programs' admission preferences and practices regarding applicants holding M.A.s from other institutions, as well as perceptions of their institution's students' actual capstone choices. In nearly half the cases, doctoral program representatives were unaware of whether students admitted with M.A.s had elected the thesis, comprehensive exams, or some other capstone option. Additionally, the results show that Ph.D. programs prioritize students' writing samples, statements of reasons, and GRE scores when deciding admission. There were discrepancies between M.A. program representatives' perceptions of what information weighed most heavily with doctoral admissions committees and the priorities reported by Ph.D. program representatives.     

E‐mail communication in workplace romantic relationships

This study examined workplace romantic relationship partners’ e‐mail practices and perceptions. Results suggest that the relationship may play an integral role in determining participants' uses and perceptions of e‐mail Workplace romantic couples used e‐mail as frequently as face‐to‐face communication to interact with romantic partners and rated it as both rich and important Participants used e‐mail for both work‐related and social tasks. In addition, participants used business e‐mail addresses for communicating with relational partners and perceived that few organizational policies existed regarding its use. Theoretically, these findings suggest the importance of studying the relationship as a factor that affects e‐mail practices and perceptions. Practically, results indicated that e‐mail may present an additional channel for enhancing communication and connectedness in workplace romantic relationships, and that organizations may need to reflect more carefully about policies concerning e‐mail use in the workplace.     

Motion Pictures

The American Film Institute Guide to College Courses in Film and Television (Washington, D.C.: Acropolis. Books, 1973—$5.95, paper)

Joseph McBride, Orson Welles (192 pp.)

Colin McArthur, Underworld USA (176 pp.)

Alan Lovell and Jim Hillier, Studies in Documentary (176 pp.)

Joel E. Siegel, Val Lewton: the Reality of Terror (176 pp.)

Arnold Gassan's A Chronology of Photography (Light Impressions, Box 3012, Rochester, N.Y. 14614, 1972—$10.50/ 7.95)     

Space Communications

THE INTELSAT GLOBAL SATELLITE SYSTEM edited by Joel Alper and Joseph N. Pelton (American Institute of Aeronautices and Astronautics, Inc., 1633 Broadway, New York 10019---$45.00)

SPACE, EARTH, AND COMMUNICATION by Edward Ploman (Westport, Conn.: Quorum Books/-Greenwood Press, 1984---$27.50)     

Development of an alexithymia instrument to measure the diminished communication of affect

Although scholars recognize the importance of the communication of affect to the study of communication, no valid operationalization of the motivation and / or ability to communicate affect exists. This study describes alexithymia—an individual variable reflecting the reticence to communicate affect—and reports the reliability and validity of an instrument to measure alexithymia.