Reporting Mobile Social Media Use: How Survey and Experience Sampling Measures Differ

Quantifying the ubiquitous, ephemeral, and highly diverse patterns of mobile social media (MSM) use is a challenge for communication research. Most researchers employ retrospective survey measurement, thus depending on the accuracy of users’ memories and generalizations. Alternatively, some researchers rely on in-situ measurement, being less dependent on users’ memories and generalizations, but requiring random situation samples. To assess differences and similarities between these two measurement approaches we analyzed whether characteristics (duration and frequency of a usage episode, habit, elaboration, and gratifications) of MSM use (regarding Facebook, WhatsApp, and YouTube) vary between retrospective survey and mobile experience sampling measurement. We observe a consistent pattern of higher estimates in retrospect as compared to individual averages of in-situ reports. The absolute magnitude of these differences varies considerably between platforms and characteristics studied. Nonetheless, for most constructs and platforms we find low significant positive correlations between retrospective and aggregated in-situ values.     

An evolving Learning Management System for new educational environments using 2.0 tools

The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process.     

The changing role of the secondary principal in the United States: An historical perspective

This paper reviews the historical development of the secondary principalship in the US and examines how the current role of the principal is a result of historical forces. The authors consider a preferred future for the principalship and present recommendations for change.     

Using Simulation and Patient Role Play to Teach Electrocardiographic Rhythms to Physical Therapy Students

Purpose

The aims of the study were to differentiate: (1) physical therapy (PT) students’ preferred method for learning electrocardiographic (ECG) recognition utilizing standardized patient (SP) and human patient simulation (HPS) approaches, (2) the impact of HPS or SP on confidence in interpreting ECG, and 3) the effect of HPS or SP on students’ ability to make clinical decisions based upon ECG interpretation.

Methods

“Three educational methods were employed to teach ECG recognition to two different years of novice PT students enrolled in a cardiopulmonary physical therapy class. First, all students had a traditional lecture on ECG. Following the lecture, two problem-based learning (PBL) approaches were utilized. One approach used a SP and paper ECG strips, and the second approach utilized HPS with simulated ECG monitoring.”¹ Following the two PBL approaches, a post instructional survey regarding the learning experiences was conducted. Following instruction, each cohort (n = 24, n = 29) of PT students was given a mixed methods survey about their experience.

Results

Survey return rate amongst both cohorts was 77%. Independent sample of individual cohort and paired t-tests of combined data comparing HPS to SP revealed a strong preference for HPS (p = 0.003 (2008 cohort) and p = 0.0001 (2010 cohort)) and combined cohort (p = 0.0001). There were no significant differences in responses between cohorts or preference between the HPS method and the use of SP and HPS combined. Additionally, 75% of respondents either strongly agreed or agreed that they felt confident with their skill in ECG interpretation as presented with HPS or SP. 90% either strongly agreed or agreed that they understood how the ECG relates to patient treatment. Summative assessment utilizing HPS revealed that students were competent in their performance in ECG recognition and clinical decision making related to patient treatment.¹

Conclusion

Data support that HPS was the preferred method to improve student confidence in ECG recognition and interpretation.Key Words: human patient simulation, electrocardiography, critical care management, educational technology     

‘Giving voice’ in research processes: an inclusive methodology for researching into social exclusion in Spain

This article seeks to illustrate how a research study that claims to be inclusive should incorporate into its development, decisions of methodological flexibility that enable voice to be given to all participants regardless of their personal conditions. The changes carried out in the techniques, procedures or in the kind of questions used in the research, illustrate how young persons can be involved in the building of scientific and academic knowledge that is being generated about them. This work forms part of a more extensive line of inquiry that started a number of years ago by two Spanish universities (Cantabria and Seville).