The role of attachment in Facebook usage: a study of Canadian college students     

Timothy Teo  Paul Bazelais 《Interactive Learning Environments》2018,26(2):256-272

Considering the increasingly ubiquitous and frequent use of Facebook among college students, this study sought to explicate and unravel the salient determinants of Facebook use. Specifically, the main goal was to ascertain the factors influencing Collège d'enseignement général et professionnel (CEGEP) students’ Facebook use, for which a structural equation model was proposed to examine the relationships between constructs affecting this process. Using a recently proposed extended technology acceptance model, Dhammic Technology Acceptance Model (DTAM) for Facebook use, proposed by Teo and Jarupunphol [2015. Dhammic technology acceptance model (DTAM): Extending the TAM using a condition of attachment in Buddhism. Journal of Educational Computing Research, 52(1), 136–151. doi:10.1177/0735633114568859], we present results of the study using 233 completed survey data from a sample of CEGEP students in Montreal, Quebec. The DTAM was originally tested using a sample of Thai university students; this leads to a natural question as to whether this extended Technology Acceptance Model (TAM) model holds in a Western sample. The findings from the present study support the validity of the DTAM for explicating Facebook use, and add empirical evidence to the DTAM, according to which the condition of attachment exerts influence on Facebook use. The paper concludes with a discussion of the implications, limitations, and future extensions of the study.  相似文献   

Beliefs about teaching and uses of technology among pre‐service teachers     

Timothy Teo  David Hung  Chwee Beng Lee 《Asia-Pacific Journal of Teacher Education》2008,36(2):163-174

In the current learning environments, technology is integrated in different ways. Teachers acting in the capacity of main change agents bring with them beliefs about teaching which effects their use of technology in the classroom. This study aims to examine the possible relationship between teachers' beliefs about teaching and uses of technology. Unlike past research on this issue, the results from this study show that belief in constructivist teaching correlates significantly with both constructivist and traditional uses of technology. However, a belief in traditional teaching is only significantly correlated (negatively) with constructivist use of technology. Implications for teaching training and future research are discussed.  相似文献   

Geospatial Considerations for a Multiorganizational,Landscape-Scale Program     

Michael S. O'Donnell  Timothy J. Assal  Patrick J. Anderson  Zachary H. Bowen 《Journal of Map & Geography Libraries》2014,10(1):62-99

Geospatial data play an increasingly important role in natural resources management, conservation, and science-based projects. The management and effective use of spatial data becomes significantly more complex when the efforts involve a myriad of landscape-scale projects combined with a multiorganizational collaboration. There is sparse literature to guide users on this daunting subject; therefore, we present a framework of considerations for working with geospatial data that will provide direction to data stewards, scientists, collaborators, and managers for developing geospatial management plans. The concepts we present apply to a variety of geospatial programs or projects, which we describe as a “scalable framework” of processes for integrating geospatial efforts with management, science, and conservation initiatives. Our framework includes five tenets of geospatial data management: (1) the importance of investing in data management and standardization, (2) the scalability of content/efforts addressed in geospatial management plans, (3) the lifecycle of a geospatial effort, (4) a framework for the integration of geographic information systems (GIS) in a landscape-scale conservation or management program, and (5) the major geospatial considerations prior to data acquisition. We conclude with a discussion of future considerations and challenges.  相似文献   

Expanding the Scope of Instructional Communication Research: Looking Beyond Classroom Contexts     

Deanna D. Sellnow  Anthony Limperos  Brandi N. Frisby  Timothy L. Sellnow  Patric R. Spence  Edward Downs 《Communication Studies》2015,66(4):417-432

The bulk of instructional communication research to date examines communication among teachers and students in conventional classroom contexts. Although past and present research is prolific and informative, it is also somewhat limiting. With a specific unifying focus on affective, cognitive, and behavioral learning as outcome variables, we begin this article with a brief history of instructional communication research, as well as examples of research and practice in conventional classroom settings. We then outline, review, and explain four distinct contexts where we believe future instructional communication research and practice is likely to be fruitful: risk and crisis situations, technology-enhanced environments, digital games, and forensics education.  相似文献   

Leg soft tissue position and velocity data from skin markers can be obtained with good to acceptable reliability following heel impacts     

Evan A. Brydges  Timothy A. Burkhart  William J. Altenhof 《Journal of sports sciences》2015,33(15):1606-1613

Quantifying soft tissue motion following impact is important in human motion analysis as soft tissues attenuate potentially injurious forces resulting from activities such as running and jumping. This study determined the reliability of leg soft tissue position and velocity following heel impacts. A grid of black dots was applied to the skin of the right leg and foot (n = 20). Dots were automatically detected (ProAnalyst^®) from high-speed records of pendulum and drop impacts. Three trained measurers selected columns of dots on each participant for analysis; one measurer 6 months later. Between- and within-measurer differences in kinematic variables were all relatively small (<0.8 cm for position; <3.7 cm/s for velocity) between-measurers and (<0.5 cm for position; <2.6 cm/s for velocity) within-measurer. Good (coefficients of variation (CV) ≤ 10%) to acceptable (CV > 10% and ≤20%) reliability was shown for 95% of the position measures, with mean CVs of 10% and 11% within-measurers and between-measures, respectively. Velocity measures were less reliable; 40% of the measures showed good to marginal (CV > 20% and ≤30%) reliability. This study established that leg soft tissue position data from skin markers could be obtained with good to acceptable reliability following heel impacts. Velocity data were less reliable but still acceptable in many cases.  相似文献   

Development of a computer-assisted cranial nerve simulation from the visible human dataset     

Yeung JC  Fung K  Wilson TD 《Anatomical sciences education》2011,4(2):92-97

Advancements in technology and personal computing have allowed for the development of novel teaching modalities such as online web‐based modules. These modules are currently being incorporated into medical curricula and, in some paradigms, have been shown to be superior to classroom instruction. We believe that these modules have the potential of significantly enriching anatomy education by helping students better appreciate spatial relationships, especially in areas of the body with greater anatomical complexity. Our objective was to develop an online module designed to teach the anatomy and function of the cranial nerves. A three‐dimensional model of the skull, brainstem, and thalamus were reconstructed using data from the Visible Human Project and Amira®. The paths of the cranial nerves were overlaid onto this 3D reconstruction. Videos depicting these paths were then rendered using a “roller coaster‐styled” camera approach. Interactive elements adding textual information and user control were inserted into the video using Adobe Creative Suite® 4, and finally, the module was exported as an Adobe Flash movie to be viewable on Internet browsers. Fourteen Flash‐based modules were created in total. The primary user interface comprises a website encoded in HTML/CSS and contains links to each of the 14 Flash modules as well as a user tutorial. Anat Sci Educ 4: 92–97, 2011. © 2010 American Association of Anatomists.  相似文献   

Virtual cerebral ventricular system: an MR-based three-dimensional computer model   总被引：1，自引：0，他引：1  

Adams CM  Wilson TD 《Anatomical sciences education》2011,4(6):340-347

The inherent spatial complexity of the human cerebral ventricular system, coupled with its deep position within the brain, poses a problem for conceptualizing its anatomy. Cadaveric dissection, while considered the gold standard of anatomical learning, may be inadequate for learning the anatomy of the cerebral ventricular system; even with intricate dissection, ventricular structures remain difficult to observe. Three-dimensional (3D) computer reconstruction of the ventricular system offers a solution to this problem. This study aims to create an accurate 3D computer reconstruction of the ventricular system with surrounding structures, including the brain and cerebellum, using commercially available 3D rendering software. Magnetic resonance imaging (MRI) scans of a male cadaver were segmented using both semiautomatic and manual tools. Segmentation involves separating voxels of different grayscale values to highlight specific neural structures. User controls enable adding or removing of structures, altering their opacity, and making cross-sectional slices through the model to highlight inner structures. Complex physiologic concepts, such as the flow of cerebrospinal fluid, are also shown using the 3D model of the ventricular system through a video animation. The model can be projected stereoscopically, to increase depth perception and to emphasize spatial relationships between anatomical structures. This model is suited for both self-directed learning and classroom teaching of the 3D anatomical structure and spatial orientation of the ventricles, their connections, and their relation to adjacent neural and skeletal structures.  相似文献   

Visualisation to support children with attention-deficit/hyperactivity disorder learning to solve mathematical word problems: A randomised controlled trial     

Fatemah Almuwaiziri  Natthapoj Vincent Trakulphadetkrai  Timothy Williams 《British Journal of Special Education》2023,50(2):314-324

This randomised controlled trial experimental study compared the effectiveness of using two different types of visualisation – self-constructed visualisation (SCV) and passively received visualisation (PRV) – to help children with attention-deficit/hyperactivity disorder (ADHD) solve mathematical word problems. While SCV refers to drawings that children create to help solve given word problems, PRV refers to pre-made images that accompany word problems. Twenty children with ADHD in Kuwait, aged nine to 11 years, were randomly assigned to either the SCV or PRV group, where they were taught to use either SCV or PRV to solve word problems across 20 daily one-to-one sessions. The results showed that regardless of the visualisation type, children's word problem-solving ability significantly improved. Children with ADHD should thus be encouraged to use visualisation to help make the word problem-solving process more accessible to them.  相似文献   

When the Ink Runs Dry: Implications for Theory and Practice When Educators Stop Keeping Reflective Journals     

Janet E. Dyment  Timothy S. O’Connell 《Innovative Higher Education》2014,39(5):417-429

In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the “teaching as you’ve been taught” phenomenon, and the importance of lower levels of reflection in development as a professional.  相似文献   

Different RAN components relate to reading at different points in time     

George K. Georgiou  Timothy C. Papadopoulos  Eleni L. Kaizer 《Reading and writing》2014,27(8):1379-1394

The present 10-year longitudinal study examined how rapid automatized naming (RAN) components—articulation time and pause time—relate to reading fluency. Seventy-five Greek-speaking children were followed from Grade 1 to Grade 10 and were assessed five times (in Grades 1, 2, 4, 6, and 10) on RAN (digits and objects) and reading fluency (word reading efficiency, phonemic decoding efficiency, and text reading fluency). The results indicated first that a substantial amount of variance in reading fluency was accounted for by what articulation time and pause time shared. In addition, the unique contribution of pause time to reading fluency decreased across time and the unique contribution of articulation time increased across time. Viewed in conjunction with the developmental changes in the RAN components, our findings suggest that the RAN tasks are processed and executed in different ways across time.  相似文献