The Flipped Classroom as a Tool for Engaging Discipline Faculty in Collaboration: A Case Study in Library-Business Collaboration

This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot and other barriers to collaboration. The case study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided.     

R U with Some1? Using Text Message Experience Sampling to Examine Television Coviewing as a Moderator of Emotional Contagion Effects on Enjoyment

Viewers regularly watch television with others, but the role of coviewing is often overlooked in entertainment effects models. Further, the models are rarely investigated in natural settings, limiting their ecological validity. The current study used experience sampling via text message to examine college students’ daily coviewing behaviors. Momentary assessments were taken 3 times a day for 1 week. Respondents reported their happiness during viewing and the enjoyableness of their experiences. Consistent with emotional contagion theory, data suggest that increases in emotional intensity mediated the effect of emotional contagion on program enjoyment, but only among respondents who reported coviewing with someone else. These results provide preliminary evidence that social context is partially responsible for contagious transfer of affect during entertainment experiences.     

Influence of football match time–motion parameters on recovery time course of muscle damage and jump ability

ABSTRACT

We analysed the time course of recovery of creatine kinase (CK) and countermovement jump (CMJ) parameters after a football match, and correlations between changes in these variables and match time–motion parameters (GPS-accelerometry) in 15 U-19 elite male players. Plasma CK and CMJ height (CMJ_H), average concentric force (CMJ_CON) and average eccentric force (CMJ_ECC) were assessed 2 h before and 30 min, 24 h and 48 h post-match. There were substantially higher CK levels 30 min, 24 h and 48 h (ES: 0.43, 0.62, 0.40, respectively), post-match. CMJ_ECC (ES: ?0.38), CMJ_H (ES: ?0.35) decreased 30 min post, CMJ_CON (ES: ?0.35), CMJ_ECC (ES: ?0.35) and CMJ_H (ES: ?1.35) decreased 24 h post, and CMJ_CON (ES: ?0.41) and CMJ_H (ES: ?0.53) decreased 48 h post. We found correlations between distance covered at velocities ≤21 km · h^?1 and changes in CK at 24 h (r = 0.56) and at 48 h (r = 0.54) and correlations between CK and distance covered >14 km · h^?1 (r = 0.50), accelerations (r = 0.48), and decelerations (r = 0.58) at 48 h. Changes in CMJ_CON 30 min and 24 h post (both r = ?0.68) correlated with impacts >7.1·G. Decelerations >2 m · s^?2 correlated with changes CMJ_CON (r = ?0.49) at 48 h and CMJ_ECC (r = ?0.47) at 30 min. Our results suggest that match GPS-accelerometry parameters may predict muscle damage and changes in components of neuromuscular performance immediately and 24–48 h post-match.     

Economics of Distance and Online Learning: Theory,Practice, and Research William J. Bramble and Santosh Panda,Editors

Business school deans at institutions accredited by the Association to Advance Collegiate Schools of Business were surveyed on distance education programs offered at their respective schools. This study examined sixteen characteristics of the distance education programs: the number of offerings, the question of not offering distance education, future plans, degree level of programs, number of years offered, number of graduates, length of programs, public or private institutions, grant funding, faculty qualifications and student-faculty ratio, method of delivery, use of a librarian, geographic areas served, tuition rates, financial aid, and the successful aspects. The results of this study may be used to make decisions in planning new distance education programs and the enhancement of existing programs.     

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7.