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151.
Brittani Crook Elizabeth M. Glowacki Melissa Suran Jenine K. Harris Jay M. Bernhardt 《Communication Research Reports》2016,33(4):349-355
A public response to a looming health threat may be marked with misinformation and panic. However, providing the public with accurate information and updates may be an effective way to prevent widespread fear. In response to the 2014 Ebola panic in the United States, the U.S. Centers for Disease Control and Prevention (CDC) initiated a Twitter conversation with the public to alleviate concerns and provide accurate information about the disease. This study conducted a content analysis of 512 randomly selected tweets by the general public directed to the CDC. The major themes identified included the etiology of Ebola, policy, the environment, spread and scope of the disease, fear and anxiety from the public, and misinformation. Practical implications of these findings include encouraging government and emergency health response organizations to prepare educational messages and materials in advance that detail responses to common questions, such as transmission and symptoms. 相似文献
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Instructional Science - When students are solving problems they often turn to examples when they need assistance. Examples are helpful because they illustrate how a problem can be solved. However,... 相似文献
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We provide actionable strategies that teachers can follow when implementing asynchronous video communication and feedback in their own courses. These strategies are based on our own research over many years in the use of asynchronous video in online teaching, as well as our review of the literature, and are provided to foster greater discussion on the pedagogical strategies surrounding the use of video in online teaching. 相似文献
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Roger G. Baldwin Jay L. Chronister Ana Esther Rivera Theresa G. Bailey 《Research in higher education》1993,34(6):747-761
The source of data in this study is the 1989 National Survey of Faculty by the Carnegie Foundation for the Advancement of Teaching. 相似文献
160.
Jay Rounds 《Curator: The Museum Journal》2006,49(2):133-150
Abstract Museum visitors typically look at only about a third of the elements of an exhibition, and often give only limited attention to those. Can visitors really be getting something worthwhile from such partial usage of an exhibition? This article explores how visitors use exhibitions for “identity work,” the processes through which we construct, maintain, and adapt our sense of personal identity, and persuade other people to believe in that identity. Museums offer powerful opportunities for doing identity work, but the visitor does not need to engage with exhibition content deeply or systematically in order to gain the benefits that museum experiences offer for identity work. 相似文献