This study extends the cognitive mediation model (CMM) by examining the role of social media in cultivating public science knowledge. A sample of 901 Singaporeans was collected through an online survey panel. The results showed that the CMM could be applied to a social media context with a focus on science literacy. Specifically, the findings indicated that people with higher levels of surveillance gratification and social utility motivations tended to pay more attention and to elaborate more about science news that they encounter on social media. Likewise, people with greater social utility motivation tended to engage in greater interpersonal discussions on social media. Notably, attention to news on social media had an indirect association with science knowledge through news elaboration and interpersonal discussion on social media. Implications for theory and practice for science communication were discussed. 相似文献
The COVID-19 pandemic required instructors to rapidly redesign subject delivery for the online environment. In dealing with this emergency situation, instructors may have focused their energies primarily on transitioning learning and assessment activities to the online context rather than working to support the socioemotional aspects of learning, such as belonging and motivation. As a result, online classes may have lacked social presence, leaving students feeling unvalued and demotivated. Research findings by Borup, West, and Thomas (Educ Technol Res Dev 63(2):161–184, 2015) indicate that instructors may be able to support positive socioemotional outcomes for online students through the provision of video feedback comments. The purpose of this short response is to briefly review the work of Borup et al. (2015) and, in doing so, highlight three key design considerations relating to the creation and provision of video feedback comments in order to bolster socioemotional outcomes for online students. Limitations and implications for future research are also discussed, including cultural and inclusivity issues.
This study statistically analyzes data from 756 evangelical and Latter-day Saint youth regarding their perceived in-class spiritual experiences of twenty items related to Christian theology. The data indicates similar spiritual outcomes between the two groups, with no statistically significant differences between eleven of the twenty spiritual experience items. However, evangelical participants most highly reported affective spiritual outcomes and least commonly reported action-oriented spiritual outcomes, while Latter-day Saint youth most highly reported action-oriented spiritual outcomes and least commonly reported cognitive spiritual outcomes. Action-oriented spiritual outcomes constitute the greatest difference between the two groups. We explore how the differences between evangelical and Latter-day Saint pedagogy and theology might account for these differences. 相似文献
OBJECTIVE: To review the benefits, challenges, and procedural decisions to consider when implementing and managing a treatment outcome program for a maltreated population. METHOD: We reviewed the reasons to implement a treatment outcome program, decisions regarding procedures, and challenges likely to be encountered based on literature in the field and the authors' 6 years of experience in developing and maintaining an outcome program at a center specializing in the treatment of maltreated children. RESULTS: The development of an outcome programs requires careful measurement selection, early and ongoing staff-involvement, support from higher management, a well-developed data base and client tracking system, a coordinator and support staff, clinical utility, planning for fiscal impact, and flexibility to contend with challenges. CONCLUSIONS: Based on our experience, the plethora of clinically rich and administratively useful information derived from an outcome program far outweighs the challenges and costs of establishing and maintaining an outcome program. 相似文献
It has become common practice among U.S. business schools to require potential students to have substantial work experience before admission to MBA programs. Yet, the benefits of this selection criterion have not been fully articulated nor empirically examined. This article explores the relationships between years of pre-MBA work experience and post-MBA career outcomes. Specifically, we examine the effects of prior work experience on cash compensation, career satisfaction, number of promotions, and individuals' propensity to stay with their first post-MBA employer. Results indicate that previous work experience is not significantly related to graduates' tenure in their first post-MBA position. Furthermore, counter to conventional wisdom, MBAs without prior work experience were more satisfied, had received more promotions, and earned more cash compensation than some of their more experienced counterparts. The implications of these findings for those responsible for admissions in graduate professional schools and for corporate recruiters are discussed, along with suggestions for future research. 相似文献
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback. 相似文献
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献