Your search found 30 results.

Descriptors:
Computer Mediated Communication; Inquiry; Models; Asynchronous Communication; Synchronous Communication; Multivariate Analysis; Interrater Reliability; Transcripts (Written Records); Predictor Variables; Thinking Skills; Educational Experience; Reliability; Coding; Educational Technology; Electronic Learning

Abstract:
This study investigated the small-group, learner-led discussion process in synchronous discussions. Transcripts from online chats and face-to-face discussions were analyzed within the context of the Community of Inquiry framework to examine the relationship of teaching presence, social presence, and cognitive presence to one another and for evidence of changes in frequency of teaching, social, and cognitive presence over time. Findings suggest that social presence and cognitive presence are highly positively correlated and that teaching presence and social presence are moderately positively correlated in learner-led synchronous environments. The frequency of teaching, social, and cognitive presence did not change over time for either group. Findings also indicate that neither the group meeting online nor the group meeting face-to-face attained high levels of cognitive presence integration or resolution. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Health Education; Smoking; Incidence; Patients; Literacy; Health Materials; Telecommunications; Statistical Analysis; Prediction; Outcomes of Treatment; Environmental Influences; Measures (Individuals); Health

Abstract:
Purpose: This paper aims to describe the relationship between functional health literacy level and smoking cessation outcomes. Design/methodology/approach: Participants in an inpatient smoking cessation program in a mid-western city in the USA were enrolled and the Short Test of Functional Health Literacy in Adults was administered while the participant was still admitted. A follow-up telephone call was made three months after the intervention in order to assess self-reported smoking cessation. Findings: A total of 30 participants were enrolled. At the three-month follow-up, 22 patients were currently smoking and eight had quit smoking. Chi-square analysis indicated that there was no difference in the incidence of successful smoking cessation based on level of functional health literacy. The results of a stepwise logistic regression analysis suggest that predicting whether a study participant will quit smoking or not appears to be a function of the participant's environment, since the only variable that contributed significantly to the equation was environmental factors. Practical implications: The results of this study suggest that the participants had a relatively high level of functional health literacy. Participants with all levels of functional health literacy were able to quit smoking, as the incidence of smoking cessation was no different across levels of functional health literacy. A participant's ability to quit smoking did not appear to be a function of their functional health literacy, but instead appeared to be a function of their environment. Originality/value: Health educators and smoking cessation counselors need to consider all factors that have an impact on people's ability to quit smoking, but environmental factors may deserve additional consideration. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Reputation; Distance Education; Interests; Employment Opportunities; Careers; Labor Force Development; Enrollment; Credentials; Lifelong Learning; Adult Students; Adult Education; Participation; Colleges; Questionnaires; Models; Factor Structure

Abstract:
This study identified factors associated with the decision to enroll in a higher education degree program. In the context of predicting enrollment in a workforce development credentialing program, this study identified six variables that are strongly related to the likelihood to enroll: time out of school; possibilities for intellectual, personal, and career opportunities; institutional support; synchronizing learning and earning; reflective learner; and match with an academic reputation. Results suggest that enrollment is the result of an interaction among situational, occupational, and institutional factors rather than primarily a desire or need to acquire knowledge as a commodity. The decision to enroll in a long-term commitment is a negotiated activity in which self-interests are balanced among various other interests, including the employer, family, friends, and identity as a learner. This study contributes to the literature by suggesting that time out of school is strongly related to the decision to enroll. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Job Performance; Counselor Training; Teaching Skills; School Counseling; Teacher Certification; School Counselors; Teaching Experience; Counseling Effectiveness; Prior Learning; Internship Programs; Control Groups; Experimental Groups; Performance Based Assessment; Clinical Experience

Abstract:
An important hiring criterion maintained by some school districts is that school counselors possess a teaching certificate and prior teaching experience. The present study examined the actual job performance of novice school counselor (interns) in relation to whether they had teacher certification and at least two years of teaching experience, or entered the school counseling profession as non-teachers. Results showed that standardized supervisors' evaluations of counselor interns' performance in four main skill areas (Professional Behavior, Clinical Skills, Teaching Skills, Hireability) were not associated with prior teacher training and/or experience. However, male, novice counselors were rated somewhat lower on the domain of Professional Behavior than female counselors. The methodological advantages of studying the teacher-counselor question using novice counselors and expert supervisor-evaluators are discussed. The implications for graduate program training, and hiring practices are summarized. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (56K) |  More Info:
Help Find in a Library

Descriptors:
Distance Education; Adult Students; Learning Experience; Educational Environment; Interviews; Participant Satisfaction; Student Attitudes; Inquiry; Volunteers; Online Courses; Learning Strategies; Aptitude Treatment Interaction

Abstract:
This naturalistic inquiry explored the theory of transactional distance by investigating how a novice adult learner experiences an online environment. Three themes that are related to how the novice learner reduces the transactional distance space emerged from an analysis of interview transcripts: creating a voice for learning, connecting in a space for learning, and creating a time for learning. Initially, instructors play a critical role in helping novice learners develop identities as online learners and work in that dialogic space. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Higher Education; Interests; Access to Information; Adult Students; Marketing; Communication Strategies; Motivation Techniques; Educational Technology; Internet; Web Sites; Guidelines; College Administration; Student Recruitment; Computer Uses in Education

Abstract:
This study analyzed the content of college and university Web site home pages to determine the frequency of marketing messages that might persuade adult learners to enroll at the institution. The findings suggest that colleges and universities in this study do not have adult-oriented marketing messages and are giving scant attention to the decision-making needs of prospective adult learners on their Web sites. The marketing generally appeals to career prospects rather than helping adults make decisions about their futures. The potential of Web marketing to help adults is not being realized. As a result, Web marketing presents the promise of higher education without helping prospective adult learners take the first steps down the pathway. Suggested Web site message improvements include designing messages that appeal to the needs and interests of adult learners; welcoming adult learners through textual content, visual displays, and ease of access to information; demonstrating how an institution will address adult learners' issues and interests; and convincing prospects that they will achieve their goals by completing their education at the institution. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Computer Mediated Communication; Inquiry; Group Discussion; Computer Uses in Education; Group Dynamics; Educational Technology; Technology Integration

Abstract:
This study investigated the process by which shared understanding develops in a chat learning space. It used a practical inquiry model to assess the development of cognitive presence. The study also explored how the pattern of conversation in synchronous discussion supports cognitive presence and how cognitive presence changes over time. Results show that there is a pattern among group members that involves reacquainting themselves through social presence and orienting themselves to the cognitive task through teaching presence. Individual meaning contributed by each member of the group through triggering events and exploratory statements is transformed as members see the text on the screen and respond to it through questioning and collective exploration. This group exploration enables the transition to shared understanding. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Adult Education; Adult Learning; Research Projects; Educational Research; Labor Force Development; Social Justice; Social Capital

Abstract:
In a movement toward workforce development as an academic entity, the identity of adult education as projects for inquiry is troubled. In some academic programs, adult education has been termed adult learning in the service of promoting teaching and learning for the workplace. However, adult education's inquiry, its projects, might be more than just teaching adults or researching how adults' learn. This paper presents an argument that adult education projects might have a social justice focus. Adult education might serve as a critique of social, educational, and political policies concerning work and the workplace. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (42K) |  More Info:
Help Find in a Library

Descriptors:
Web Based Instruction; Internet; Student Attitudes; Teacher Student Relationship; Computer Mediated Communication; Satisfaction; Adult Learning; Blended Learning; Educational Technology; Adult Education; Social Influences; Human Resources

Abstract:
The purpose of this study was to investigate changes in satisfaction with Web-based course activities as a function of the degree of perceived teaching, cognitive, and social presence. Results indicated that the degree of perceived teaching presence led to greater satisfaction with course activities. Results suggest that communities of inquiry can be established within a formal educational or training context and that HRD practitioners should deliberately structure interaction among course participants in Web-based learning experiences. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (105K)

Descriptors:
Interaction; Online Courses; Distance Education; Student Attitudes; Educational Environment; Knowledge Level; Achievement Gains

Abstract:
The purpose of this study was to explore changes in satisfaction with perceived knowledge gained as a function of learner satisfaction with course structure, learner satisfaction with interaction, and technical expertise in a variety of distance learning environments. Using Moore's (1993) theory of transactional distance as a conceptual framework, the researchers obtained data from learners in six courses that varied by course format, structure, and opportunities for interaction. Results indicated that learner satisfaction with the course structure-activities, assignments, and instructor guidance and encouragement-led to greater satisfaction with perceived knowledge gained. Interaction was highly correlated with structure. Interactions initiated by the learners contributed to their satisfaction with perceived knowledge gained. Technical expertise had no effect on satisfaction with perceived knowledge gained. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website