Podcasting in higher education: What are the implications for teaching and learning?

A podcast is any digital media file, or series of files, distributed over the Internet for playback on portable media players and personal computers. This study explored the attitudes, perceptions, and use of podcasting as reported by instructors and students at a large American Midwestern university. The results of two online surveys were examined, focusing specifically on items related to teaching and learning. Findings suggest that students use podcast materials largely for reviewing concepts and issues raised in lectures that they have previously attended. While instructors and students agree that podcasts help students learn, students are less sure about whether podcasts improve instructors' teaching. The authors argue that podcasts can help instructors change face-to-face instruction from traditional didactic lectures to more constructivist learning practices.     

Theory of Mind: a Hidden Factor in Reading Comprehension?

Theory of mind is the understanding that other people have mental states that drive their actions and that those mental states can be different from one’s own. Without understanding theory of mind and being able to take others’ perspectives, it could be difficult for children to read and understand narrative texts. This paper posits that children’s understanding of others’ minds may be a potential missing piece in current accounts of reading comprehension. Indeed, the typical progression of children’s theory of mind abilities across childhood is closely aligned with the development of narrative processing skills. Furthermore, emerging evidence shows that both narrative processing and theory of mind are predictive of children’s reading comprehension, both concurrently and longitudinally. We present a possible explanation for why such a link exists and propose a causal framework of this relation in which increased ToM leads to increased understanding of and inferencing about characters’ mental states. Understanding characters’ mental states then leads to better reading comprehension. The framework makes novel, testable predictions and provides directions for future research.     

Development of an instrument to measure Faculty’s information and communication technology access (FICTA)

The phenomenon of “digital divide” is complex and multidimensional, extending beyond issues of physical access. The purpose of this study was to develop a scale to measure a range of factors related to digital divide among higher education faculty and to evaluate its reliability and validity. Faculty’s Information and Communication Technology Access (FICTA) scale was tested and validated with 322 faculty teaching in public and private sector universities. Principal components analysis with varimax rotation confirmed an 8-factor solution corresponding to various dimensions of ICT access. The 57-item FICTA scale demonstrated good psychometric properties and offers researchers a tool to examine faculty’s access to ICT at four levels – motivational, physical, skills, and usage access.     

NCAA football television viewership: Product quality and consumer preference relative to market expectations

The authors estimate the determinants of college football television viewership across the full quality spectrum of contests and test whether consumer preferences vary based on changes in the attributes of the core product. They utilize national television viewership data at the individual game level over a three season period and estimate numerous consumer demand models using zero-truncated negative binomial regression. The results indicate a lack of support for anticipated outcome uncertainty, but support for contests where actual outcomes are closer than market expectations. Consumer preferences are not consistent across game qualities, which may indicate that game type is linked to variation in the consumer base and reference-dependent preferences. The findings may also explain why the uncertainty of outcome hypothesis is supported in some contexts, but not others. Preference for absolute quality also dominates preference for relative quality. This finding has important implications for contest scheduling. Given the common practice of advance scheduling creates sub-optimal conference and network television schedules, stakeholders could be leaving television revenues on the table.     

Time-motion analysis of elite field hockey, with special reference to repeated-sprint activity

Limited information exists about the movement patterns of field-hockey players, especially during elite competition. Time-motion analysis was used to document the movement patterns during an international field-hockey game. In addition, the movement patterns of repeated-sprint activity were investigated, as repeated-sprint ability is considered to be an important fitness component of team-sport performance. Fourteen members of the Australian men's field-hockey team (age 26+/-3 years, body mass 76.7+/-5.6 kg, VO2max 57.9+/-3.6 ml.kg(-1).min(-1); mean+/-s) were filmed during an international game and their movement patterns were analysed. The majority of the total player game time was spent in the low-intensity motions of walking, jogging and standing (46.5+/-8.1, 40.5+/-7.0 and 7.4+/-0.9%, respectively). In comparison, the proportions of time spent in striding and sprinting were 4.1+/-1.1 and 1.5+/-0.6%, respectively. Our criteria for 'repeated-sprint' activity (defined as a minimum of three sprints, with mean recovery duration between sprints of less than 21 s) was met on 17 occasions during the game (total for all players), with a mean 4+/-1 sprints per bout. On average, 95% of the recovery during the repeated-sprint bouts was of an active nature. In summary, the results suggest that the motion activities of an elite field-hockey competition are similar to those of elite soccer, rugby and Australian Rules football. In addition, the investigation of repeated-sprint activity during competition has provided additional information about the unique physiological demands of elite field-hockey performance.     

NASA Education: Using Inquiry in the Classroom So that Students See Learning in a Whole New Light

This article addresses how NASA uses inquiry in the classroom so that students can see learning in a whole new light. The goal is to increase scientific literacy among Americans and to entice a greater number of students to pursue careers in science, technology, engineering and mathematics. Although NASA offers a diverse array of programs that incorporate inquiry learning through a well-established distribution network, this article examines two programs: the Virtual Design Center (VDC), created by the Classroom of the Future^TM, and the NASA Explorer Schools program, one of four pathfinder initiatives that the Agency launched to inspire the next generation of space explorers.     

Individual differences in young children's recall and clustering of pictures

Children's incidental recall of pictures was examined in two related experiments. Extrapolating from adult research, it was predicted that categorizing pictures with respect to their semantic properties would yield greater recall than categorizing them according to their physical properties. In Experiment 1, second-grade children were exposed to 16 line drawings cross-classified to represent four taxonomic categories and four shape categories, with four instances per category. Control subjects simply looked at pictures. Semantic subjects identified each picture's semantic category, and Physical subjects identified each physical category. In Experiment 2, first graders freely sorted the pictures and were classified as Semantic or Physical sorters based on their predominant bases for sorting. Following exposure (Experiment 1) or sorting (Experiment 2), all subjects were asked to recall the picture names. Results of both experiments show that semantic classification yields greater recall than physical classification. Experiment 2 also shows that semantic sorting yields greater semantic clustering in recall and that sorting by physical category yields greater physical clustering. It was suggested that children's preferences for a mode of processing (Experiment 2) may constitute an individual difference dimension with fairly clear-cut instructional implications.