Factors underlying distance learner satisfaction with televised college‐level courses

Abstract

Two investigations were conducted to identify the major dimensions of distance learner satisfaction with live‐broadcast, interactive (one‐way video, two‐way audio) televised college‐level courses. In the first study, factor analyses were used to explore the responses of 201 currently enrolled students to the Telecourse Evaluation Questionnaire. The analyses identified seven distinct dimensions of course satisfaction. A comparable study was conducted one year later using a different sample of 177 distance learners who were also enrolled in the televised courses. A factor analysis of these data validated the original results in that, as predicted, seven comparable dimensions were identified. Overall results are discussed in terms of the practical benefits the research offers to both program personnel and evaluation researchers.     

Childbirth education in the 21st century: an immodest proposal

Childbirth education was an important social movement in the 20th century but has lost its way in recent years. We describe the reasons for the dwindling importance of childbirth education and offer a proposal for reform that will align childbirth education with the needs of today's birthing mothers. Our plan will create "Centers for the Childbearing Year" (CCBYs) and a new model of childbirth educator, which we call the "birth coach." The CCBY is the place for women to go to for information and support related to fertility, pregnancy, childbirth, and newborn care; the birth coach combines the role of childbirth educator, doula, and postpartum caregiver. In creating a fresh model of childbirth education, we not only honor our pioneers but also rediscover the wisdom in community and relationship that childbirth offers us, and we learn in new ways to journey alongside each other to create new possibilities for birthing families.     

The Sciences and Christian Formation: Helping Today’s Students Find Deeper Faith in a Science-Dominated World

The perceived conflict between science and Christianity continues to be a strong and prevalent narrative, both inside and outside the church. As three long-time science professors in Christian higher education, we have seen firsthand how this conflict orientation threatens both Christian faith and science education. National surveys confirm that many millennial Christians feel a tension between their faith and the discoveries of science, and some leave Christianity over science or the church’s response to it. This article presents an overview of approaches and resources for bringing healthy conversations to campus, including theological principles to frame the discussion, ways to keep the conversation civil and constructive, models for the curriculum and co-curriculum, and roles for administrators. In the midst of controversial issues, educators who work within the context of Christian colleges and universities can disciple students to deeper faith in a science-dominated culture.     

Biomechanics of walking with snowshoes

Snowshoeing is a popular form of winter recreation due to the development of lightweight snowshoes that provide flotation, traction, and stability. The purpose of this study was to determine the effects of snowshoes on lower extremity kinematics during level walking. Twelve adults (6 males, 6 females, body mass = 67.5 +/- 10.7kg) completed six 3-minute level walking trials. Subjects walked overground without snowshoes and on packed snow using conventional and flexible tail snowshoes. We placed lightweight inertial/gyroscopic sensors on the sacrum, thigh, shank, and foot. We recorded sensor orientation and calculated hip, knee, and ankle joint angles and angular velocities. Compared to level overground walking, subjects had greater hip and knee flexion during stance and greater hip flexion during swing while snowshoeing. Ankle plantarflexion began during late swing when snowshoeing vs. heel strike during overground walking. Lower extremity kinematics were similar across snowshoe frame designs during level walking. Our results show that snowshoeing on packed snow results in a more flexed leg compared to overground walking and may reflect a strategy to limit the effects of walking with an extended heel.     

Student contribution in asynchronous online discussion: a review of the research and empirical exploration

The increasingly prevalent use of Internet in schools and homes has resulted in asynchronous online discussion becoming an increasingly common means to facilitate dialogue between instructors and students, as well as students and students beyond the boundaries of their physical classrooms. This article is organized into two main sections. In the first section, we review 50 empirical studies in order to identify the factors leading to limited student contribution. Limited student contribution is defined as students making few or no postings, or students exhibiting surface-level thinking or low-level knowledge construction in online discussions. We then identify the various empirically based guidelines to address the factors. In the second section, we discuss three potential guideline dilemmas that educators may encounter: (a) use of grades, (b) use of number of posting guideline, and (c) instructor-facilitation. These are guidelines where previous empirical research shows mixed results when they are implemented. Acknowledging the dilemmas is essential for educators and researchers to make informed decisions about the discussion guidelines they are considering implementing. Finally, we report two exploratory case studies on student-facilitation that we conducted. Using students as facilitators may be an alternative solution to educators who wish to avoid the instructor-facilitation guideline dilemma.