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1.
In 1998 Thomas Jefferson University offered its first entirely online course. Librarians and library staff were integral in the development, support, evaluation, and refinement of this course. While staff members may have taken non-traditional roles in this effort, their roles generally fell within the broad guidelines of assisting University faculty with information and knowledge management. The development and support of distance course offerings will continue to be a focus at Scott Memorial Library. 相似文献
2.
Information literacy, often described as a person's ability to effectively find and evaluate answers to questions using a variety of information resources, is of particular importance to health care workers. This paper presents the results of an information literacy survey presented to occupational therapy (OT) students at Thomas Jefferson University during a series of required class activities. Also described are the authors' activities with the faculty and courses at Jefferson. The survey was made available to first-, second-, third-, and fourth-year occupational therapy students along with nursing students and pharmacy students. The survey is designed to identify research habits, skills, and preferences. Results confirm some commonly held perceptions about searching skills of young adults and an interesting dichotomy in students' learning habits. The paper concludes with a discussion of recommendations to OT faculty and librarians on how to improve information literacy education. The survey can be obtained by contacting the authors. 相似文献
3.
This study explored the relationship between effective instructor behavior—instructor confirmation—and a potentially negative student behavior—instructional dissent. Previous studies demonstrate that student characteristics provide a limited explanation for how students express dissent (e.g., Goodboy & Myers, 2012). Thus, scholars have begun to investigate the influence of instructor behaviors along with student characteristics to understand why students express dissent (LaBelle, Martin, & Weber, 2013). This study revealed that instructor confirmation negatively related to expressive and vengeful dissent, but not rhetorical dissent. Further, the three dimensions of instructor confirmation functioned differently in accounting for variance in expressive and vengeful dissent. Future research should build towards a model of instructional dissent model that reflects the unique characteristics of the instructional context and modifiable instructor behaviors. 相似文献
4.
The Influence of Instructor-Student Rapport on Instructors’ Professional and Organizational Outcomes
Brandi N. Frisby Anna-Carrie Beck Audrey Smith Bachman Cynthia Byars Cynthia Lamberth Jason Thompson 《Communication Research Reports》2016,33(2):103-110
Students and teachers have relational goals and needs, yet little research has examined the relational goals of instructors and how achieving those goals may affect instructor outcomes. This study examined instructors’ perspectives on instructor-student rapport. Results revealed that instructors who build rapport with students are likely to experience teaching satisfaction, affective commitment to the institution, and enhanced teaching efficacy. However, instructor-student rapport was not related to instructor morale. The findings in this study highlight the importance of positive instructor-student relationships in the classroom and the implications for both instructors and administrators. 相似文献
5.
Brandi N. Frisby Kerry Byrnes Daniel H. Mansson Melanie Booth-Butterfield Meagan K. Birmingham 《Communication Studies》2013,64(3):241-257
Relationships are increasingly impacted by military involvement, necessitating a deeper understanding of communication within these couples. This study examined perceptions of everyday talk, topic avoidance, and stress of participants romantically involved with (a) a military partner (n = 118) or (b) a non-military partner (n = 94). Couple types avoided similar topics, but non-military partners avoided these topics more frequently than military partners. Both couple types engaged in everyday talk, but military partners found this communicative exchange to be more important. Non-military partners experienced greater stress than military partners, and communication was predictive of the stress experienced. The results of this study highlight similarities and differences in romantic couples and reveal areas in which relationship education can address these communicative nuances of military couples. 相似文献
6.
Instructors are faced with the challenge of engaging students in the learning process. This study examined the effects of participation requirements on students' (N = 258) affective learning, interest, and cognitive learning using the Affective Learning Model and the Instructional Beliefs Model. Affective learning mediated the relationship between student participation requirements and cognitive learning, and student interest mediated the relationships between participation requirements and cognitive learning, supporting the IBM. The results provide insight into course-specific structural tactics that instructors can employ to enhance the educational experience for college students. 相似文献
7.
ABSTRACTThis study examined the discriminant validity between rapport and immediacy and tested a model using instructor rapport as the mediator between immediacy and learning. Participants (N = 146) completed measures of nonverbal immediacy, instructor rapport, perceived cognitive learning, and anticipated final course grade. Results revealed that immediacy and rapport were two distinct constructs. In testing the model, the enjoyable interaction dimension of instructor rapport mediated the relationship between immediacy and perceived learning but not anticipated final grades. The personal connection dimension of rapport mediated the relationship between immediacy and both perceived learning and anticipated final grade. These results explore the mechanism through which immediacy may lead to cognitive learning. 相似文献
8.
The JEFFLINE Forum, Scott Library's attempt to revive the traditional library newsletter by employing the technical advantages and increasing presence of the Web, debuted in October 1999. The fifth anniversary of the Forum was a good time to look back at its evolution and to examine some of the challenges inherent in developing and sustaining a library newsletter. By identifying the most successful strategies, and reflecting on the lessons learned along way, the authors hope to continue the evolution of the Forum and help to ensure the viability of the library newsletter. 相似文献
9.
Our aims were to improve our understanding of human performance before 1850 and to put nineteenth- and twentieth-century performances into a broader historical context. Consequently, 536 foot-races performed in Britain in the 'long' eighteenth century were identified, 53 of which were analysed in detail. The best performances at the end of the eighteenth century were compared with those at the end of the nineteenth and twentieth centuries. The data for the nineteenth century were marginally better than those for the eighteenth century up to 20 km, but beyond that Thomas Carlisle's time, set in about 1740, of 2 hours for 21 miles was outstanding. Current records are shown to be better than earlier records at all distances from 5 km up to the marathon, the superiority being most pronounced from 15 km upwards. 相似文献
10.
Using mathematical analysis, we examined the three baton exchanges that occur during a 4×100 m relay. Identical representative 100 m running performances were assumed for each of four elite male athletes, and the calculations were made for optimal or near-optimal positions of the baton exchanges and starting positions of the athletes running the second, third and fourth legs as determined by Ward-Smith and Radford (2002). In this paper, we focus on the calculation of the checkmark position and demonstrate the complexity of the baton exchange process. The results of the mathematical analysis show that, for optimal performance, the checkmark should be located differently for each of the three exchanges in a single race, and is further affected by lane draw and free distance (the distance between the runners at the baton exchange). For a representative free distance of 1 m at each exchange, the checkmark distance ranges from a minimum of 11.04 m at the third exchange in Lane 1 to 12.20 m for the first exchange in Lane 8. Failure by teams and their coaches to consider adequately the complexities of the baton exchanges may help explain why 25.5% of teams in recent World Championships were disqualified or did not finish. 相似文献