Communication patterns in computer mediated versus face-to-face group problem solving   总被引：3，自引：0，他引：3  

David H. Jonassen  Hyug Kwon II 《Educational technology research and development : ETR & D》2001,49(1):35-51

Research has shown that when group problem solving is computer mediated, communications become more task oriented with clearer role expectations, while face-to-face communications are more cohesive and personal. None of this research has examined those patterns of interactions in terms of the problem solving activities engaged. In this study, we compared the perceptions of participants, the nature of the comments made, and the patterns of communication in face-to-face and computer-mediated groups in terms of problem-solving activities while solving well-structured and ill-structured problems. The quantity of messages in the computer conference was smaller but more task related than in the face-to-face conversations because participants reflected more on ideas and perspectives in reaching their decisions. A cluster analysis of communication patterns showed that computer-mediated group decisions more closely resembled the general problem-solving process of problem definition, orientation, and solution development as group interaction progressed, while the face-to-face group interactions tended to follow a linear sequence of interactions. Participants who solved problems through computer conferencing were more satisfied with the process and believed that there was a greater quality in the problem-solving process.  相似文献   

FACULTY ATTITUDES TOWARD EVALUATION OF TEACHING AT THE UNIVERSITY OF WESTERN ONTARIO     

Harry G. Murray  William G. Newby 《Assessment & Evaluation in Higher Education》1982,7(2):144-151

This report summarizes the results of a survey of faculty member attitudes towards the evaluation of teaching at the University of Western Ontario. Although the existing system of evaluation is perceived as narrow in focus, ineffective in improving teaching and inflexible, faculty members still optimistically expect that a satisfactory system is possible.  相似文献   

Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings     

Malek-Lasater  Adrien D.  Kwon  Kyong-Ah  Horm  Diane M.  Sisson  Susan B.  Dev  Dipti A.  Castle  Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219

Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)...  相似文献   

Teachers’ and Children’s Differing Views on Relationships and Their Associations with Academic Outcomes     

Lim  Chaehyun  Kwon  Kyong-Ah  Bingham  Gary Eldon 《Early Childhood Education Journal》2022,50(7):1157-1167

Early Childhood Education Journal - Preschool children’s relationships with their teachers play an important role in their learning and development. Despite this importance, extant research...  相似文献   

Visual Short‐Term Memory for Complex Objects in 6‐ and 8‐Month‐Old Infants     

Mee‐Kyoung Kwon  Steven J. Luck  Lisa M. Oakes 《Child development》2014,85(2):564-577

Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory.  相似文献   

Accuracy of a screening instrument to identify potential child abuse in emergency departments     

Eveline C.F.M. Louwers  Ida J. Korfage  Marjo J. Affourtit  Madelon Ruige  Annette P.M. van den Elzen  Harry J. de Koning  Henriëtte A. Moll 《Child abuse & neglect》2014

Although screening for child abuse at emergency departments (EDs) increases the detection rate of potential child abuse, an accurate instrument is lacking. This study was designed to measure the accuracy of a screening instrument for detection of potential child abuse used in EDs. In a prospective cohort study at three Dutch EDs, a 6-item screening instrument for child abuse, Escape, was completed for each child visiting the ED. The data from the completed Escape instrument was used to calculate sensitivity, specificity, and the positive/negative predictive value per item. The clinical notes and conclusions of the screen instruments of all potentially abused children reported to the hospitals’ Child Abuse Teams were collected and reviewed by an expert panel. A logistic regression model was used to evaluate the predictors of potential abuse. Completed Escape instruments were available for 18,275 ED visits. Forty-four of the 420 children with a positive screening result, and 11 of the 17,855 children with a negative result were identified as potentially abused. Sensitivity of the Escape instrument was 0.80 and specificity was 0.98. Univariate logistic regression showed that potentially abused children were significantly more likely to have had an aberrant answer to at least one of the items, OR = 189.8, 95% CI [97.3, 370.4]. Most of the children at high risk for child abuse were detected through screening. The Escape instrument is a useful tool for ED staff to support the identification of those at high risk for child abuse.  相似文献   

Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated     

Kyungbin Kwon  Suhkyung Shin  Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503

The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.  相似文献   

A Katz-centrality-based protocol design for leader-following formation of discrete-time multi-agent systems with communication delays     

M.J. Park  O.M. Kwon  J.H. Ryu 《Journal of The Franklin Institute》2018,355(13):6111-6131

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The President Reports     

Harry A. Shoemaker 《Performance Improvement》1972,11(8):3-9

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Interactive video an elephant in search of a definition     

C. Victor Bunderson  Jim Hoekema  David Hon  Robert L. Wilson  Chad Worcester  Harry Woodward 《Performance Improvement》1983,22(9):4-5

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