Journal articles on the topic 'Online chat groups – Research'
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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.
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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy
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Chen, Julienne, and Pearlyn Neo. "Texting the waters: An assessment of focus groups conducted via the WhatsApp smartphone messaging application." Methodological Innovations 12, no. 3 (September 2019): 205979911988427. http://dx.doi.org/10.1177/2059799119884276.
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Focus groups are a well-used research method in the social sciences. Typically, they are conducted in person to generate research insights through group discussion and interaction. As digital technologies advance, there have been efforts to consider how to conduct focus groups in an online format, often using computer-based tools such as email, chat and videoconferencing. In this article, we test the potential of smartphone-based mobile messaging as a new method to elicit group-level insights. Based on empirical analysis and comparison of in-person and WhatsApp group chat focus groups conducted in Singapore, we find that WhatsApp group chat does have the potential to generate well-elaborated responses and group interaction, particularly among younger, digitally fluent participants. However, the quantity and richness of the conversation still do not match that of the in-person focus groups, and further innovation may be needed to improve mobile messaging as a qualitative research method.
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Futuwwah, Ali Imaduddin. "Fenomena Komunitas Merek Online Berbasis Grup Chat Terkait Perceived Benefit, Brand Community Commitment Dan Brand Loyalty." BALANCE: Economic, Business, Management and Accounting Journal 19, no. 2 (July 31, 2022): 196. http://dx.doi.org/10.30651/blc.v19i2.13899.
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ABSTRACT The development of technology and the internet makes the brand community proliferate by using online media known as online-based brand communities, whose reach is getting wider. This study discusses members' benefits when interacting in community chat groups. When members feel the benefits, members will have a solid commitment to the community and encourage brand loyalty. This research will use the SONY APLHA photography community. The sample was taken from as many as 186 respondents are community members who are members of WhatsApp and Telegram chat groups. The analytical tool used is SMART PLS 3.0. The research findings explain that not all benefits obtained by community members can create a commitment to the community. Only hedonic and social benefits have a positive effect on member commitment. Community commitment positively impacts brand loyalty because members continue to be involved in the brand community. This research has implications for brand community managers to pay attention to activities that support benefits for members because it will create member commitment to continue to survive in the community.ABSTRAK Berkembangnya teknologi dan internet membuat komunitas merek berkembang dengan pesat dengan menggunakan media online yang dikenal sebagai komunitas merek berbasis online yang jangkauannya semakin luas. Penelitian ini membahas manfaat yang dirasakan anggota ketika berinteraksi di grup chat komunitas. Ketika anggota merasakan manfaatnya, anggota akan memiliki komitmen yang kuat terhadap komunitas dan mendorong loyalitas merek. Penelitian ini akan menggunakan komunitas fotografi SONY APLHA. Sampel yang diambil sebanyak 186 responden merupakan anggota komunitas yang tergabung dalam grup chat WhatsApp dan Telegram. Alat analisis yang digunakan adalah SMART PLS 3.0. Temuan penelitian menjelaskan bahwa manfaat yang diperoleh anggota komunitas tidak semua dapat menciptakan komitmen terhadap komunitas hanya manfaat hedonis dan sosial berpengaruh positif terhadap komitmen anggota. Komitmen komunitas berpengaruh positif terhadap loyalitas merek karena anggota terus terlibat di komunitas merek. Penelitian ini memberikan implikasi bagi pengelola komunitas merek untuk meperhatikan aktivitas yang mendukung manfaat bagi anggota karena akan menciptakan komitmen anggota agar terus bertahan di dalam komunitas.
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Kite, James, and Philayrath Phongsavan. "Insights for conducting real-time focus groups online using a web conferencing service." F1000Research 6 (June 12, 2017): 122. http://dx.doi.org/10.12688/f1000research.10427.2.
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Background: Online focus groups have been increasing in use over the last 2 decades, including in biomedical and health-related research. However, most of this research has made use of text-based services such as email, discussion boards, and chat rooms that do not replicate the experience of face-to-face focus groups. Web conferencing services have the potential to more closely match the face-to-face focus group experience, including important visual and aural cues. This paper provides critical reflections on using a web conferencing service to conduct online focus groups.Methods: We conducted both online and face-to-face focus groups as part of the same study. The online groups were conducted in real-time using the web conferencing service, Blackboard CollaborateTM. We used reflective practice to assess the similarities and differences in the conduct and content of the groups across the two platforms.Results: We found that further research using such services is warranted, particularly when working with hard-to-reach or geographically dispersed populations. The level of discussion and the quality of the data obtained was similar to that found in face-to-face groups. However, some issues remain, particularly in relation to managing technical issues experienced by participants and ensuring adequate recording quality to facilitate transcription and analysis.Conclusions: Our experience with using web conferencing for online focus groups suggests that they have the potential to offer a realistic and comparable alternative to face-to-face focus groups, especially for geographically dispersed populations such as rural and remote health practitioners. Further testing of these services is warranted but researchers should carefully consider the service they use to minimise the impact of technical difficulties.
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Yang, Rong. "The use of questions in a synchronous intercultural online exchange project." ReCALL 30, no. 1 (August 16, 2017): 112–30. http://dx.doi.org/10.1017/s0958344017000210.
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AbstractIn this digital era, online intercultural exchange has gained increased popularity in language and culture education. However, concerns arise over its productiveness and efficacy in engaging participants cognitively. In addition, there is a paucity of research on out-of-classroom synchronous online exchange projects, let alone those involving Chinese English learners and English-speaking Chinese learners. Guided by the social constructivist theory, this study examined the productiveness of a small-scale intercultural online exchange project from its quality dimension measured by the participants’ use of questions. The purpose was to gain a better understanding of the dynamics and educational value of online synchronous text communication in language and culture learning. Participants were six English learners from China and six English-speaking Chinese learners from the U.S. Unlike many previous intercultural exchanges, this project was entirely independent from the curricula on both sides. Within a certain time frame, participants chose when and where exactly the synchronous text chat took place. Data analyses focused on the self-generated questions found in chat logs. Although participants seemed to self-generate more lower-order than higher-order thinking questions, the latter were frequently used in the process of online discussion to engage learners from both sides in critical thinking and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants. Implications for future research and project design were discussed.
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Kite, James, and Philayrath Phongsavan. "Insights for conducting real-time focus groups online using a web conferencing service." F1000Research 6 (February 9, 2017): 122. http://dx.doi.org/10.12688/f1000research.10427.1.
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Background Online focus groups have been increasing in use over the last 2 decades, including in biomedical and health-related research. However, most of this research has made use of text-based services such as email, discussion boards, and chat rooms, which do not replicate the experience of face-to-face focus groups. Web conferencing services have the potential to more closely match the face-to-face focus group experience, including important visual and aural cues. This paper provides critical reflections on using a web conferencing service to conduct online focus groups. Methods As part of a broader study, we conducted both online and face-to-face focus groups with participants. The online groups were conducted in real-time using the web conferencing service, Blackboard CollaborateTM. We used reflective practice to assess how the conduct and content of the groups were similar and how they differed across the two platforms. Results We found that further research using such services is warranted, particularly when working with hard-to-reach or geographically dispersed populations. The level of discussion and the quality of the data obtained was similar to that found in face-to-face groups. However, some issues remain, particularly in relation to managing technical issues experienced by participants and ensuring adequate recording quality to facilitate transcription and analysis. Conclusions Our experience with using web conferencing for online focus groups suggests that they have the potential to offer a realistic and comparable alternative to face-to-face focus groups, especially for geographically dispersed populations such as rural and remote health practitioners. Further testing of these services is warranted but researchers should carefully consider the service they use to minimise the impact of technical difficulties.
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Rinawati, Ni Kadek Ayu, and I. Nyoman Adi Jaya Putra. "Code-Switching in Online Synchronous Learning." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 2 (July 22, 2021): 148. http://dx.doi.org/10.23887/jpbi.v9i2.33585.
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The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.
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Ma, Siyuan, and Hongzhong Zhang. "Opinion Expression Dynamics in Social Media Chat Groups: An Integrated Quasi-Experimental and Agent-Based Model Approach." Complexity 2021 (January 9, 2021): 1–14. http://dx.doi.org/10.1155/2021/2304754.
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Social media chat groups, such as WeChat and WhatsApp groups, are widely applied in online communication. This research has conducted two studies to examine the individual level and collective level’s opinion dynamics in those groups. The opinion dynamic is driven by two variables, people’s perceived peer support and willingness of opinion expression. The perceived peer support influences the willingness of opinion expression, and the willingness influences the dynamics of real opinion-expression. First, the quasi-experimental study recruited twenty-five participants as the observation group and found that decreasing perceived peer support would significantly increase individuals’ expression willingness to protect his/her opinion. To generalize the individual level findings to a collective level, the second study treated the social media chat groups as an undirected fully-connected social network and simulated people’s opinion expression dynamics with an agent-based model. The simulation indicated that (1) with the help of increased willingness of opinion expression, the minority opinion supporters as a collective did not fall silent but continue to express themselves and (2) increasing willingness of opinion expression would maintain the existence of minority opinion but could not help the minority reverse to the majority.
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Ma, Siyuan, and Hongzhong Zhang. "Opinion Expression Dynamics in Social Media Chat Groups: An Integrated Quasi-Experimental and Agent-Based Model Approach." Complexity 2021 (January 9, 2021): 1–14. http://dx.doi.org/10.1155/2021/2304754.
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Social media chat groups, such as WeChat and WhatsApp groups, are widely applied in online communication. This research has conducted two studies to examine the individual level and collective level’s opinion dynamics in those groups. The opinion dynamic is driven by two variables, people’s perceived peer support and willingness of opinion expression. The perceived peer support influences the willingness of opinion expression, and the willingness influences the dynamics of real opinion-expression. First, the quasi-experimental study recruited twenty-five participants as the observation group and found that decreasing perceived peer support would significantly increase individuals’ expression willingness to protect his/her opinion. To generalize the individual level findings to a collective level, the second study treated the social media chat groups as an undirected fully-connected social network and simulated people’s opinion expression dynamics with an agent-based model. The simulation indicated that (1) with the help of increased willingness of opinion expression, the minority opinion supporters as a collective did not fall silent but continue to express themselves and (2) increasing willingness of opinion expression would maintain the existence of minority opinion but could not help the minority reverse to the majority.
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Oktaviani, Siska. "ANALISIS PEMANFAATAN WHATSAPP GROUP SEBAGAI MEDIA BELAJAR DARING DI KELAS V SDN 002 SAMARINDA UTARA." Prima Magistra: Jurnal Ilmiah Kependidikan 3, no. 2 (March 12, 2022): 210–16. http://dx.doi.org/10.37478/jpm.v3i2.1565.
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This study aims to describe information regarding the use of WhatsApp Groups as an online learning medium during the Covid-19 pandemic. This research was conducted in class V of SDN 002 North Samarinda, Samarinda City in the odd semester from September to December 2021. This research is a qualitative descriptive. The resource persons in this study were three class teachers and 6 students. Collecting data in this study carried out various techniques, namely observation, interviews and documentation. Activities in analyzing data in this study were carried out through data collection, data reduction, data presentation and drawing conclusions. To test the validity of the data in this study using triangulation techniques. The results of the study obtained information that WhatsApp became the main choice of learning media in the online learning process in class V of SDN 020 North Samarinda because WhatsApp made it easy for all groups to use, both teachers, students and parents of students. Through the WhatsApp Group, learning can also be carried out according to the RPP starting from the opening, core and closing activities. Then the features in the WhatsApp Group help the learning process such as chat features, voice notes, photos, videos and documents. The use of WhatsApp Groups in online learning has several obstacles, behind the existing barriers, teachers can minimize these obstacles.
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Driska, Andrew P., and Daniel R. Gould. "Evaluating a Problem-Based Group Learning Strategy for Online, Graduate-Level Coach Education." Kinesiology Review 3, no. 4 (November 2014): 227–34. http://dx.doi.org/10.1123/kr.2014-0061.
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Research has shown that coaches learn through reflective practice (Trudel & Gilbert, 2006), that communities of practice can assist the reflective process (Culver & Trudel, 2008), and that problem-based learning can increase critical thought by coaches (Jones & Turner, 2006). To help coaches develop reflective practice skills in an online course, the authors designed and implemented a novel assignment combining the principles of a community of practice with problem-based learning. Small groups of students were presented with a problem scenario and then met synchronously online using a low bandwidth group chat application (EtherPad) to diagnose the problem, strategize, and outline a solution. Students were able to conduct group meetings with only minor technical diffculties, and their written work demonstrated that a moderate level of refection had occurred. Future assignment redesigns should allow more opportunities for student-instructor interaction to facilitate greater development of student reflective practice skills.
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BURKE, KELLY. "INTERNET ICT USE IN AGRICULTURE: MICRO-ENTERPRISES AND SMEs." Journal of Developmental Entrepreneurship 14, no. 03 (September 2009): 233–54. http://dx.doi.org/10.1142/s1084946709001260.
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To date, relatively few studies have examined information and communication technologies (ICT) use in the subset of SMEs known as micro-enterprises. Even fewer have looked at agricultural micro firms. The study presented here compares ICT use among micro-enterprises and SMEs in the agricultural sector. Results indicate extensive use of computers and the Internet, especially for basic ICT functions like email, online purchasing and online business-related research, regardless of firm size. Website ownership is less widespread; larger SMEs are more likely than micro-enterprises to have a website. A number of other ICTs are used similarly by both groups. Among different sized micro-enterprise firms, larger micro-enterprises are more likely than smaller ones to have a website and to conduct financial activities online. However, growth does not result in different adoption rates among micro-enterprises for most internet ICTs. The study also investigates micro-enterprise use of emerging social technologies such as instant messaging, chat, blogging, etc. Perceptions of ICT benefits are also discussed.
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R Robles, Heydy, Janitza Guerrero, Humberto LLinas, and PEDRO MONTERO. "Online Teacher-Students Interactions Using WhatsApp in a Law Course." Journal of Information Technology Education: Research 18 (2019): 231–52. http://dx.doi.org/10.28945/4321.
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Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.
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MacKenzie, Kimberly. "Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses." Evidence Based Library and Information Practice 17, no. 2 (June 15, 2022): 120–22. http://dx.doi.org/10.18438/eblip30114.
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A Review of: Steele, J.E. (2021). The role of the academic librarian in online courses: A case study. Journal of Academic Librarianship, 47(5), 102384. https://doi.org/10.1016/j.acalib.2021.102384 Abstract Objective – To examine the role of academic librarians in online courses in a university setting. Design – Survey questionnaire. Setting – A multi-campus university in the southern United States. Subjects – Students, faculty, and librarians who had taken, taught, or assisted in fully online courses. Methods – Email addresses for potential survey participants were provided by the university office of institutional research. The researchers tailored survey questions weto specific subject groups. The surveys took roughly 15 minutes to complete and were open for 1 week following the original email. Surveys included 12 – 16 questions, depending on the version, and included questions relating to the use of librarians in online courses, the type of assistance they provided, and how assistance was provided (e.g., in person, email, live chat). Question types included yes/no, check-all-that-apply, and open-ended-answer. Main Results – Of the student responders, 23.24% reported asking a librarian for help with research or an assignment. This help included finding resources (34.48%), database searching (28.57%), and searching the library catalog (20.69%). Help was given over email (28.03%), live chat (31.82%), and in person (17.42%), which was reported to be most helpful by several students. Only 10.61% reported using video-conferencing software such as Zoom. Only 5.88% of faculty reported including a librarian for synchronous instruction in online courses, while 19.12% made use of asynchronous tutorials created by a librarian. The majority of respondents (93.1%) had not worked with an embedded librarian in their courses, and many reported not knowing that it was an option. Instead, faculty perceived librarians to be an outside resource. Both faculty members and students reported a desire for more video tutorials from librarians. Several faculty mentioned wanting a library module that could serve as an introduction to the library, library resources, and basic instruction topics such as citation styles. Conclusion – While some students and faculty have worked with librarians in online courses and welcomed their involvement, there is room for improvement in library outreach, including how the library communicates with and supports this growing population.
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Hallett, Jonathan, Graham Brown, Bruce Maycock, and Patricia Langdon. "Changing Communities, Changing Spaces: The Challenges of Health Promotion Outreach in cyberspace." Promotion & Education 14, no. 3 (September 2007): 150–54. http://dx.doi.org/10.1177/175797590701400303.
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This article is a case study of an Internet chat room outreach project in Perth, Western Australia. The CyberReach project sought to adapt current peer based health promotion outreach, training and supervision frameworks to an online outreach setting in a way that was effective and supported by the online community. It targeted marginalised groups to trial the provision of online mental and sexual health promotion incorporating a participatory action research model into its development and implementation. Three 6-week trial periods were conducted and significant changes were made in response to changes in the online environment and to improve sustainability and effectiveness of the protocols. Four themes arose from CyberReach's experience: online group processes are unique due to the creation of extensive personal networks and occurrence of disclosure without face-to-face contact across potentially large geographic barriers; flexibility is required to adapt to technological changes and online community flux; enforcing boundaries and delineating peer education from therapeutic support can be challenging when only using text-based communication; and Internet outreach can be time intensive with small returns in actual community engagement and constant technological up-skilling of staff may be required. Based on the project's experiences we offer the following recommendations when planning similar Internet outreach strategies: Funding and planning groups need to be aware that the Internet environment is constantly changing and planning and funding arrangements need to reflect a capacity to remain flexible; Programs need to be firmly connected to the communities they are outreaching therefore a peer-based education component is strongly encouraged; Careful consideration should be taken regarding data collection so that the environment and the individuals within are respected; Further research needs to be conducted to understand the styles and approaches of different online interactions, and the relative influence of technical platforms, gender and age.
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Alannasir, Wahyullah, Moh Nasir Mahmud, Misykat Malik Ibrahim, and St Syamsudduha. "Implementation of Online Learning in Elementary Schools in Makassar City from an Islamic Perspective." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (October 28, 2022): 6745–60. http://dx.doi.org/10.35445/alishlah.v14i4.2283.
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This study aims to illustrate the application of online learning, the assessment carried out in terms of student aspects and interactions in online learning in elementary schools. The type of research used is phenomenology with normative and pedagogical theological approaches. The informants were 12 people with details: 4 teachers, 4 parents, and 4 learners. Observation by observing virtual meetings through the TIMS application and WhatssApp chat, while interviews in person and through phone calls. Data analysis is: Colection Data, Condensation Data, Display Data, and Conclusion Drawing/Verifications. The results of this study show that teacher preparation is carried out by compiling lesson plans, documenting material in the form of photos, self-preparation for technology, providing special training to students in operating learning applications, and learning preparation by checking network availability. Implementation of online learning using virtual face-to-face meetings with the Microsoft 365 TEAMS application and conversations through WhatssApp groups. Assessment of the learning process of students in online learning includes aspects of learning implementation, learning motivation, and activeness of students in learning activities. Assessment of learning outcomes with daily assignments and project assignments. The interaction that occurs is predominantly a one-way interaction.
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Jannah, Evi Isfiatul, and Daning Hentasmaka. "THE USE OF DISCORD APPLICATION IN VIRTUAL ENGLISH LEARNING: AN INVESTIGATION ON STUDENTS’ PERCEPTIONS." Premise: Journal of English Education 10, no. 2 (October 21, 2021): 183. http://dx.doi.org/10.24127/pj.v10i2.4168.
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Discord application, a voice and text chat platform usually used for games, social, class, or business groups, started to be used as one of the alternative media in virtual learning. A deeper investigation was conducted to get more information about students’ perception of virtual learning by using Discord application. This study implemented a qualitative research design, especially a case study. The data were collected from tertiary education students who were experienced in virtual English learning by using Discord by distributing an online questionnaire and doing interviews. Based on the results of data analysis, it was found that 89.72% of the students positively perceived the use of Discord application in virtual English learning. Some advantages of virtual learning by using Discord application found in the study were elaborated.
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Harris, Helen, Jeremy N. Bailenson, Alexia Nielsen, and Nick Yee. "The Evolution of Social Behavior over Time in Second Life." Presence: Teleoperators and Virtual Environments 18, no. 6 (December 1, 2009): 434–48. http://dx.doi.org/10.1162/pres.18.6.434.
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The current study tracked 80 participants who spent an average of six hours per week in Second Life over six consecutive weeks. Objective measures of movement and chat were automatically collected in real time when participants logged in to Second Life. Data regarding the number of groups and friends was self-reported through online questionnaires on a weekly basis. Results demonstrated that although the social networks of users continued to broaden over the course of the study, users became less inclined to explore regions, decreased their use of high-energy actions such as flying or running, and chatted less. We discuss implications for theories of virtual social interaction as well as the use of Second Life as a social science research platform.
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MUSKITA, MARLEEN. "PENGARUH PEMANFAATAN MEDIA SOSIAL WHATSAPP TERHADAP PENYAMPAIAN PESAN DI ANGKATAN MUDA RANTING II CABANG BETHEL." BADATI 1, no. 1 (December 17, 2019): 87–104. http://dx.doi.org/10.38012/jb.v1i1.199.
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Social media is an online media, with its users can easily participate, share, and create blog content, social networks, wikis, forums and virtual worlds. This research was conducted to determine the extent of the influence of the use of Whatsapp social media as a medium for delivering messages in the Second Branch of AMGPM. The purpose of this research is to find out and analyze the influence of the use of whatsapp and facebook applications on religious organizations. This research uses a qualitative approach with the type of research used is a descriptive approach. The use of WhatsApp social media has an effect on the dissemination of information in AMGPM Twig II Bethel Branch. WhatsApp features that can be used to disseminate learning information include Chat Groups, photos, videos, voice messages and documents. The use of whatsapp is very effective in conveying messages to AMGPM Branch II, because the messages conveyed get more responses from the whatsapp group.
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Newton Miller, Laura. "Quality of Online Chat Reference Answers Differ between Local and Consortium Library Staff: Providing Consortium Staff with More Local Information Can Mitigate these Differences." Evidence Based Library and Information Practice 5, no. 1 (March 17, 2010): 132. http://dx.doi.org/10.18438/b86p75.
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A Review of:
Meert, D.L., & Given, L.M. (2009). Measuring quality in chat reference consortia: A comparative analysis of responses to users’ queries.” College & Research Libraries, 70(1), 71-84.
Objective – To evaluate the quality of answers from a 24/7 online chat reference service by comparing the responses given by local and consortia library staff using in-house reference standards, and by assessing whether or not the questions were answered in real time.
Design – Comparative analysis of online chat reference transcripts.
Setting – Large academic library in Alberta, Canada.
Subjects – A total of online chat reference transcripts from the first year of consortium service were analyzed for this study. Of these, 252 were answered by local library staff and 226 from consortia (non-local) library staff.
Methods – A stratified random sample of 1,402 transcripts were collected from the first year of consortium service (beginning of October to end of April). This method was then applied monthly, resulting in a sample size of 478 transcripts. In the first part of the study, responses were coded within the transcripts with a “yes” or “no” label to determine if they met the standards set by the local university library’s reference management. Reference transaction standards included questions regarding whether or not correct information or instructions were given and if not, whether the user was referred to an authoritative source for the correct information. The second part of the study coded transcripts with a “yes” or “no” designation as to whether the user received an answer from the staff member in “real time” and if not, was further analyzed to determine why the user did not receive a real-time response. Each transcript was coded as reflecting one of four “question categories” that included library user information, request for instruction, request for academic information, and miscellaneous/non-library questions.
Main Results – When all question types were integrated, analysis revealed that local library staff met reference transaction standards 94% of the time. Consortia staff met these same standards 82% of the time. The groups showed the most significant differences when separated into the question categories. Local library staff met the standards for “Library User Information” questions 97% of the time, while consortia staff met the standards only 76% of the time. “Request for Instruction” questions were answered with 97% success by local library staff and with 84% success by consortia. Local library staff met the “Request for Academic Information” standards 90% of the time while consortia staff met these standards 87% of the time. For “Miscellaneous Non-Library Information” questions, 93% of local and 83% of consortia staff met the reference transaction standards. For the second part of the study, 89% of local library staff answered the questions in real time, as opposed to only 69% of non-local staff. The three most common reasons for not answering in real time (known as deferment categories) included not knowing the answer (48% local; 40% consortia), technical difficulty (26% local; 16% consortia), and information not being available (15% local; 31% consortia).
Conclusion – The results of this research reveal that there are differences in the quality of answers between local and non-local staff when taking part in an online chat reference consortium, although these discrepancies vary depending on the type of question. Providing non-local librarians with the information they need to answer questions accurately and in real time can mitigate these differences.
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Kumala, Shifni Afida, Suhartono Suhartono, and Siti Umayaroh. "Analisis Keefektifan Pemanfaatan Whatsapp Group dalam Pembelajaran Daring Kelas III di SDN Ardimulyo 01." Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 2, no. 6 (June 30, 2022): 525–30. http://dx.doi.org/10.17977/um065v2i62022p525-530.
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Abstract: One of the online media that dominates online learning solutions in elementary schools is the Whatsapp Messenger application becauses teachers and students can take advantage of the group chat feature so that they can accommodate the learning process that takes place online. This study aims to describe: (1) whether the use of WhatsApp groups in online learning can improve student learning outcomes. (2) what is the level of effectiveness of online learning by utilizing the WhatsApp group conducted by SDN Ardimulyo 01. This research was conducted using an experimental method. Data collection used is a test, questionnaire and documentation. The experimental results show: (1) an increase in learning outcomes between pre-test and post-test after being given treatment with the experimental class gain score data of 54.5 percent while the control class is 45.5 percent so it can be said that the results of the gain score for the experimental class are higher. than the control class. (2) the average overall data in the student questionnaire was 74.5 which was included in the category of the effectiveness level interpretation value in the range 61-80, namely effective.
Abstrak: Salah satu media online yang mendominasi solusi pembelajaran daring di sekolah dasar adalah aplikasi Whatsapp Messenger karena guru dan siswa dapat memanfaatkan fitur group chat agar dapat mewadahi proses pembelajaran yang berlangsung online. Penelitian ini bertujuan untuk mendeskripsikan: (1)apakah pemanfaatan whatsapp group dalam pembelajaran daring dapat meningkatkan hasil belajar peserta didik. (2) bagaimana tingkat keefektifan pembelajaran daring dengan memanfaatkan whatsapp group yang dilakukan oleh SDN Ardimulyo 01. Penelitian ini dilakukan menggunakan metode eksperimen. Pengumpulan data yang digunakan adalah tes, kuesioner dan dokumentasi. Hasil eksperimen menunjukkan adanya: (1) peningkatan hasil belajar antara pre-test dan post-test setelah di berikan perlakuan dengan data nilai gain score kelas eksperimen sebesar 54,5 persen sedangkan kelas kontrol sebesar 45,5 persen sehingga dapat dikatakan hasil nilai gain score kelas eksperimen lebih tinggi daripada kelas kontrol. (2) rata-rata keseluruhan data pada angket peserta didik sebesar 74,5 yang termasuk dalam kategori nilai interpretasi tingkat keefektifan pada rentang 61-80 yaitu efektif.
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Humayon, Rabia, Madiha Afzal, and Muhammad Sabboor Hussain. "A Critical Analysis of Conversational Floors In Post- Corona Digital Discourse Among Pakistani Students." Global Language Review V, no. IV (December 30, 2020): 86–102. http://dx.doi.org/10.31703/glr.2020(v-iv).10.
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This study investigates the pattern of conversational floors of digital discourse in WhatsApp groups among Pakistan's students after the outbreak of Covid-19. Gender differences were also focused while generating digital discourse in the post corona scenario. Non-probability sampling techniques are used, as our research design is qualitative. Data is taken from universities of Punjab and is in the form of interviews and screenshots of students' five days chat in Whatsapp groups. Researchers chiefly focused on conversational floors, gender roles, and post corona discourse. Results show the effects of Covid-19 as students have problems involving in more meaningful conversations, and due to conflicts among members, a breakdown in communication occurs. The connection between argumentation and floor holding gives a deep analysis of the dynamics of online discussion. From the gender perspective, males maintained the central stage in noncollaborative discourse while there are almost equal or more active females in collaborative discourse.
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Suwastika, I. Wayan Kayun, and Pande Putu Gede Putra Pertama. "GAMBARAN DIMENSI DAN KEPUASAN SISWA DALAM PEMBELAJARAN ONLINE MENGGUNAKAN MS TEAMS." JuSiTik : Jurnal Sistem dan Teknologi Informasi Komunikasi 5, no. 2 (September 2, 2022): 15–21. http://dx.doi.org/10.32524/jusitik.v5i2.674.
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Purpose: To describe the dimensions and level of student satisfaction in online learning in MS Teams during the pandemic. Research method: this research was descriptive analysis with quantitative research. This data is categorically tested using SPSS for windows version 20, with a 95% confidence interval. Data collection dimensions and student satisfaction using an electronic questionnaire (google form). Electronic questionnaires are designed in the form of closed-ended questions. Results: SPSS results obtained are 74.1% male, 91.60% from information systems study programs, and around 64.2% using online meetings and social media applications. Based on the dimensions of Engaged Learning or student attendance, 59.8% expressed doubt about their involvement in online lectures using Ms. Teams, and the Agency dimension or student feelings, namely 57.7% expressed doubt. Meanwhile, the results of the assessments dimension are 50.6% of students doubt assessments online with MS Teams. 76.6% of students are satisfied with online lectures in Ms. Teams Originality: Microsoft Teams (Ms. Teams) is one of the learning media that can be used online. Teams is a collaboration platform that brings together chat, voice, video, and file sharing. Microsoft Teams has a role in how lecturers and students collaborate on data and information from each lecture material that is delivered. Learning using Microsoft Teams for Education is very well used to increase students' interest in learning, affecting attendance. Dimensions are a form of activity carried out by human groups with limitations on real and unreal life. The student dimension consists of 3 compone: engaged learning, agency, and assessment. these dimensions become a benchmark for student satisfaction in participating in online learning. Satisfaction is a form of consumer assessment of a product or service that can meet their needs and expectations.
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Mochammad, Rozikin, Rindi Ardika MS, and Teguh Yudi Cahyono. "Library 4.0: Eco-Blended Library and Library Inclusion." Khizanah al-Hikmah: Jurnal Ilmu Perpustakaan, Informasi dan Kearsipan 8, no. 2 (December 18, 2020): 116–29. http://dx.doi.org/10.24252/kah.v8i2a2.
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The role of libraries in education today is directed at implementing digitization, called library 4.0. There is a need for service innovation that is able to reach the needs of the digital natives. This study describes and analyzes the innovation of Library Services 4.0: Eco-Blended Libraries and Inclusion-Based Library at Universitas Negeri Malang’s Library. This research uses descriptive qualitative method. The data were obtained through interviews with librarians, observation and documentation. The results showed that in an effort to create a library ecosystem 4.0, the library has succeeded in implementing innovations. These innovations are in the form of an Eco-Blended Library program such as an e-book garden, Beringin Baca, a children's play ground, a library café, art performances, movie talk, and discussion booths. In addition, inclusion-based library is also developed with the Integrated Library Information System (SIPADU) facility digitizing collections in collaboration with Indonesia OneSearch, chat reference services, online loan and extension library collections, as well as information literacy. As a suggestion, the library needs to increase the number of human resources who might more focus on digital library services, further encouraging human resources to conduct online scientific publications and participate in online training forums or groups.
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Naik, Varsha, and Aditi Govindu. "Enriching and Energizing the Virtual Classroom using Breakout Sessions: A better experience of Active Learning during Covid- 19 Pandemic." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 129–34. http://dx.doi.org/10.16920/jeet/2022/v35is1/22018.
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over the World. As teachers and students adapt to the new normal, Zoom, Google meet, Microsoft teams, or Cisco WebEx have become the most sought-after platforms for distance learning. The challenge for teachers and students in online learning is active peer engagement. To encourage problem-based learning, online platforms allow the creation of breakout rooms. Breakout rooms are private chat rooms where small groups of 3-4 students discuss unique problem statements allocated to them and employ peer learning methods through interpersonal communication. Teachers or facilitators enrich the knowledge of the students in active learning sessions. This research paper dives deep into the benefits, drawbacks, and implications of breakout rooms in E-learning environments. It is a collective case study on the use of breakout rooms by students and facilitators at an elite engineering college in Maharashtra, India. The first-hand experience of undergraduate Computer Science students and their Database Management Systems teacher is being considered. Student recommendations on use of breakout rooms have been consolidated at the end of this paper. Through our analysis and encouraging statistics, we wish to advocate the use of breakout rooms to engage students, in online learning platforms. Keywords— Active Learning; Breakout Rooms; Computer Science (CS); Database Management System (DBMS); E-learning; Peer Learning.
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Avelia Wardin, Silvy, and Irdhan Epria Darma Putra. "PELAKSANAAN PEMBELAJARAN REKORDER MENGGUNAKAN APLIKASI WHATSAPP DI KELAS VII.5 SMPN 2 PARIAMAN." Jurnal Sendratasik 9, no. 4 (December 5, 2020): 71. http://dx.doi.org/10.24036/jsu.v9i1.109553.
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This study aims to describe the implementation of recorder learning using WhatsApp application in class VII.5 at SMPN 2 Pariaman.This is a qualitative research using descriptive method. The main instrument in this study was the researcher itself and was assisted by supporting instruments such as writing instruments and cameras. The data were collected through literature study, interview, observation, and documentation. The steps for analyzing data are collecting the data, describing the data, and making conclusions.The results show that the implementation of learning using WhatsApp application at SMP Negeri 2 Pariaman, especially in class VII.5, has not been carried out well because not all students participate in the process of online learning. There are obstacles in the implementation of online learning such as internet connection, internet loads. In addition, there are still some students who do not have cellphones. As a result, there are many students who do not participate in the learning process using WhatsApp application. At the presentation and delivery stage, the teacher only gives assignments to students through group chat or voice messages on WhatsApp groups that have been made specifically for learning Cultural and Arts. The training and practice stages are not optimal because the activities cannot be directly controlled by the teacher.Keyword: recorder, whatsapp, online study, learning process
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Dumitraşcu-Băldău, Iulia, and Dănuţ Dumitru Dumitraşcu. "Intercultural Communication and its Challenges Within the International Virtual Project Team." MATEC Web of Conferences 290 (2019): 07005. http://dx.doi.org/10.1051/matecconf/201929007005.
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With the advance of technology, face-to-face intercultural communication moves into the online virtual environment via electronic tools such as audio-video conferencing, email, messenger chat, platforms, groups, thus distances between individuals from different cultures are reduced and the exchange of information takes place within a few seconds. Cultural differences should not be a barrier to communication but an opportunity for development. International virtual project teams (IVPTs) can benefit from cultural diversity and effective intercultural communication, because it can enhance creativity and innovation within the project team, while at the same time team members are enriched by acquiring intercultural information and developing intercultural skills. So, it becomes mandatory to understand how intercultural communication takes place in a virtual environment, which are the most important challenges and how they can be overcome. This paper aims to highlight the importance of an effective intercultural communication, the role of intercultural communication skills and which are the characteristics of intercultural communicators. In order to analyze some cultural diversity aspects within IVPTs (number of project languages used, efficiency of different online collaboration tools, misunderstandings generated by cultural diversity), an empirical research was conducted, through an online survey within 107 IVPT members. Data was analyzed using descriptive statistics through IBM SPSS Statistics software.
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Estrada Molina, Odiel. "The Effects of WhatsApp and Telegram on Student Engagement: An Analysis from the Mixed-Methods Approach." Education Research International 2022 (July 13, 2022): 1–14. http://dx.doi.org/10.1155/2022/2881404.
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One of the most studied variables in virtual online education is engagement because it contributes to retention and academic performance. Several studies show that the didactic design of the virtual course, the role of the teacher, interactivity, interaction, time spent in the virtual environment, and the use of digital social networks increase engagement. However, there is a lack of research that compares which of the two digital social networks, WhatsApp or Telegram, promotes higher levels of engagement. This study’s objective is to analyze the effect of the educational use of Telegram on student engagement. An experiment (pretest and posttest with a control group) is designed using a mixed-methods approach based on a convergent or concurrent triangulation design. The study populations (coincides with the sample) are those enrolled (n = 229) in the six editions of a virtual postgraduate course. The techniques used for data analysis were scatter plots, content analysis of teachers’ narratives, and statistical methods. The triangulation of the quantitative and qualitative results confirms that the educational use of digital social networks promotes engagement in all experimental groups (use of the virtual learning environment and Telegram) obtaining greater significant differences than in the control groups. It is concluded that the use of the following Telegram functionalities, chat groups, peer assessments, support for various types of online interaction, the exchange of digital media, and the design of surveys contributed, under the guidance of teachers, is to increase the student’s engagement.
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Suhartono, Suhartono, and Achmad Tjahjono. "STUDI STRATEGI PENANGANAN PINJAMAN/PEMBIAYAAN KSP/KSPPS DI ERA PANDEMI COVID-19 DI DAERAH ISTIMEWA YOGYAKARTA." Kajian Bisnis Sekolah Tinggi Ilmu Ekonomi Widya Wiwaha 29, no. 2 (July 19, 2021): 39–56. http://dx.doi.org/10.32477/jkb.v29i2.272.
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The objectives of this study are: Mapping short-term and long-term strategies for Koperasi Simpan Pinjam (KSP) and or Koperasi Simpan Pinjam Syari’ah (KSPPS) in handling loans in the Covid-19 pandemic era and mapping KSP/KSPPS strategies in handling non-performing loans. in the era of the covid-19 pandemic. This research is a qualitative descriptive study. The data collected is in the form of data on the handling of loans/financing carried out by KSP and KSPPS. Data collection methods used are documentation, questionnaires and interviews. Documents in the form of RAT reports for 2020 and 2021, questionnaires and interviews were conducted online using google forms and chat, with the research subjects being KSP and KSPPS managers throughout DIY. The results of the study indicate that there are 5 (five) short-term strategies and 4 (four) long-term strategies that need to be implemented, while there are 3 (three) strategies that need to be implemented in handling non-performing loans. The limitation of this study is that in digging up data, it only uses Google Forms which are distributed to several social media groups as well as individual KSP/KSPPS managers and also interviews with online systems so that the sample cannot be large. Meanwhile, recommendations that can be given for future research are that more research samples can be added, and the research area can be expanded.
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Malets, Dmytro. "DISTANCE TEACHING OF PHYSICAL CULTURE IN THE AMERICAN EDUCATION SYSTEM." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 124–29. http://dx.doi.org/10.36550/2415-7988-2022-1-205-124-129.
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The article examines modern approaches to remote teaching of physical culture in the American education system and the introduction of interactive technologies into the educational process. Advanced pedagogical experience in the organization of physical education of young people is revealed on the example of American educational institutions. Currently, the relevance of electronic education of students of higher education institutions with the use of distance educational technologies is being popularized. The system of distance learning of physical culture in educational institutions of the United States enables applicants to actively combine classroom classes and independent work, to use new technical possibilities (video lectures, audio lectures, virtual work in groups); teachers - to provide educational materials in electronic form; to organize communication on forums or by e-mail, to have a complete picture of the students' activities. The Moodle distance learning platform in US educational institutions offers a structured learning plan, quizzes, glossaries, forums, chat rooms, databases, online surveys, creative tasks, exercises, projects and more. The US Sports Academy offers courses that allow distance learning and obtaining the necessary material for both bachelors and masters of sports sciences, as well as doctors of pedagogical sciences. With the help of distance technologies, the following forms of knowledge transfer are used in the US secondary education system for teaching physical culture: distance course, chat class, web class, web forum, teleconference, online seminar. The experience of using modern distance learning technologies for teaching physical culture in the US education system points to the fact that modern technological trends are radically changing the perception of education. Further research related to the transformation of the positive experience of teaching physical education in the distance education system in the USA in the realities of the education system of Ukraine is promising.
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Seok, Soonhwa, and Boaventura DaCosta. "A Comparison of the Online Learning Activities and Learning Style Preferences of Young Adult Video Game Players and Nonplayers." Asian Social Science 12, no. 3 (February 23, 2016): 1. http://dx.doi.org/10.5539/ass.v12n3p1.
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<p>A study is presented that compared the online learning activities and learning style preferences of video game players and nonplayers. A total of 1,258 students across seven postsecondary institutions near Seoul, South Korea, rated their experiences with video game play alongside their online learning activities and preferences toward learning styles that share characteristics with many of today’s games. Utilizing a causal-comparative approach, descriptive and inferential statistical analyses were used to quantitatively examine the groups. At first glance, the findings revealed that the players were more involved in online learning activities than the nonplayers. Namely, the players (a) took more online courses and/or training per year; (b) shared ideas, documents, information, and/or knowledge online; (c) read and/or contributed to blogs; (d) used the Internet to complete school assignments; and (e) used email, instant message, chat (or other means) to communicate with instructors and peers. However, further examination revealed that the nonplayers held a stronger preference than the players for most of the learning styles examined. That is, the nonplayers preferred online courses and/or training that (a) presented graphics before text; (b) provided opportunities to multitask; (c) offered the ability to selectively access different parts of courseware, rather than linearly stepping through; and (d) were play- rather than work-centric. Although exceptions were found, on the whole, these findings suggest that arguments about today’s youth and their different learning preferences, as a result of exposure to and experience with technology, to include video games, may be premature and much more in-depth empirically supported research is needed before definitive conclusions can be safely drawn.</p>
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Cordes, Sean. "Method for decision making in virtual library teams." Library Management 37, no. 1/2 (January 11, 2016): 55–67. http://dx.doi.org/10.1108/lm-07-2015-0052.
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Purpose – The purpose of this paper is to demonstrate an action process method including coordination, monitoring, and backup response, to improve collaborative decision making in online library work teams. Design/methodology/approach – The method was tested using a single factor experimental design where some groups used an action process intervention developed by the researcher, while others used team designated ad hoc process. Participants comprised 26 four person teams. The experiment was performed in a distributed environment where teams used Google chat communication, and a shared Google document to organize, clarify, and evaluate information. Decision performance was measured in two ways. Decision accuracy was measured by the selection of a correct choice from four alternatives. Decision quality was measured by shift in suitability ratings from participants’ individual choice to the correct answer after team discussion. Findings – Teams using an action process method based on monitoring, coordination, and backup behaviors had more accurate and higher quality decisions than groups using ad hoc process. Research limitations/implications – The research demonstrates usefulness of empirically designed, team implemented process methods to improve library decision making. Because the research was conducted in a single context, further research in alternative settings and contexts is suggested. Practical implications – The research has practical benefits to library work teams and managers performing tasks where effective information sharing and exchange is required to make accurate, high-quality decision. Originality/value – The paper provides a way to improve decision making using an easy-to-implement, process-driven method.
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Lipowski, Marcin, and Ilona Bondos. "The influence of perceived media richness of marketing channels on online channel usage." Baltic Journal of Management 13, no. 2 (April 3, 2018): 169–90. http://dx.doi.org/10.1108/bjm-04-2017-0127.
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Purpose The purpose of this paper is to identify the differences in the perceived media richness of three marketing channels by different consumer generations as well as to indicate the importance of the perceived media richness of each of channel for the intention of online use at pre-purchase stage. Design/methodology/approach The study is based on a sample of 1,103 consumers in Poland, which research sample included three generations: Baby Boomers, X generation and Y generation. Computer-assisted personal interview method was used with a standardised questionnaire; the research sample was determined using a quota-random method, with the quotas referring to age and gender and the nature of the place of residence (provincial town, town/city other than a provincial one, or a village) – the structure of the sample was maintained at the regional level. Findings Analysed channels (online, offline, phone) have different perceived media richness. Consumers from different generations can perceive media richness of the same marketing channels in various ways. Perceived media richness of the analysed marketing channels has an impact on the intention to use the channel online. Research limitations/implications First, the fact of blurring differences between consumers generation, particularly X and Y generation. As well the fact that each generation has identified an internal diversity. Second limitation refers to the type of marketing channels included in research. Finally, limitation also applies to spatial extent of the study. The above limitations can also be some directions of future research – taking into account some other marketing channels and verifying the conclusions on other consumer groups. Practical implications General recommendation refers to the need for treating customers in each marketing channel in the same way – immediate response is one of the aspects of this recommended unified customer service in multichannel environment. Online channel communications with customers should be supported by giving consumers more personalised communication via phone, chat and social media. For older consumers, it is recommended to gradually redirect them to an online channel. Information search is a good start for online customer journey, because this channel at the pre-purchase stage is the most useful and least risky for the consumer unfamiliar with online environment. Social implications Better understanding of the needs of different customers generations and their perception of different marketing channel at the pre-purchase stage. Originality/value Identification of intergenerational differences in the perception of media richness of online, phone and offline channels.
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Dittus, Kim, Janice Bunn, Zachary Paul, and Jean Harvey-Berino. "Anthropometric change among breast cancer survivors provided a behaviorally based weight loss intervention." Journal of Clinical Oncology 31, no. 15_suppl (May 20, 2013): 9591. http://dx.doi.org/10.1200/jco.2013.31.15_suppl.9591.
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9591 Background: A majority of women with breast cancer are overweight or obese. Weight gain and loss of lean body mass often accompany chemotherapy. Excess weight is associated with increased risk of recurrence and decreased overall survival. Our aim was to determine the feasibility of a behavioral based weight loss intervention for breast cancer survivors who did and did not receive chemotherapy and to determine if additional resistance training enhances weight loss. Methods: Women with a BMI of 26-50 and stage I-III breast cancer were recruited for a 6 mo weight loss program which included individualized calorie reduction, 300 min of weekly exercise and a weekly online “chat”. Resistance training consisted of 2x/wk 30 min resistance exercises. Anthropometric measures; kcal measured by 24-hr recalls; and physical activity measured by accelerometer were assessed. Results: Seventy-four women were recruited and 52 completed post testing. The average age was 54 and average time since diagnosis was 33 mos. The average BMI at study initiation was 33 kg/m2. Overall the survivors lost 5.9 kg (6.7 % of baseline weight). Based on paired t-test evaluation weight, BMI and % body fat were all significantly lower after the intervention for completers and when using intent to treat analysis. There were no differences between groups for anthropometric change. The kcal deficit was significant for the chemo + wt loss + resistance (274kcal) and the no chemo (327kcal) groups but not the chemo+ wt loss group (196kcal). Exercise did not significantly increase between the baseline and post testing. Conclusions: Breast cancer survivors lose significant amounts of weight with a standard behaviorally based weight loss intervention. Receipt of chemotherapy did not influence ability to lose weight. Resistance training may increase weight loss while decreasing amount of fat free mass lost. Supervised exercise may be needed to achieve increases in exercise. Clinical trial information: NCT01482702. [Table: see text]
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van Eenbergen, Mies C., Ruben D. Vromans, Lidwine W. Tick, Gerard Vreugdenhil, Emiel J. Krahmer, Floortje Mols, and Lonneke V. van de Poll-Franse. "Comparing Survivors of Cancer in Population-Based Samples With Those in Online Cancer Communities: Cross-sectional Questionnaire Study." JMIR Cancer 8, no. 1 (March 8, 2022): e19379. http://dx.doi.org/10.2196/19379.
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Background Most Western countries have websites that provide information on cancer and the opportunity to participate in online cancer communities (OCCs). The number of patients with cancer that participate in these OCCs is growing. These patients are relatively easy to approach for research purposes. Objective The objective of this study is to determine the differences and similarities between survivors of cancer in population-based samples and survivors participating in OCCs who use the internet in relation to their illness. Methods In 2017, we drew a sample of 539 population-based patients and 531 OCC patients. The population-based patients were sent a paper-based questionnaire, and the OCC patients were sent the same questionnaire on the web. In the questionnaire, we asked patients about their sociodemographics, internet use, sources of information, media use, and wishes regarding future internet use for health care–related purposes, and the effect of internet use on their health care consumption. Results The response rate of population-based internet users was 47% (233/496), and that of the OCC group was 40.3% (214/531). The OCC group had a significantly higher education level (P<.001), was younger (P<.001), had more survivors that were employed (P<.001), and attached greater importance to the internet (171/214, 79.9% vs 126/233, 54.1%; P<.001) and fellow survivors (107/214, 50% vs 60/233, 25.8%; P<.001). Compared with the population-based group, the OCC group reported more intensive internet use immediately after diagnosis, during treatment, and during follow-up (P<.001 in each case). There were similarities in terms of the relative importance that survivors attach to the various sources of information, the topics on which they seek information, and their wishes for future eHealth possibilities. The OCC group reported a greater need to participate in a web-based class or chat with others (92/214, 43% vs 44/233, 18.9%). Conclusions We conclude that survivors who are members of an OCC are not representative of survivors of cancer in general. There are significant differences in sociodemographic characteristics, internet use during their treatment journey, internet search frequency during their cancer journey, and participation wishes. Using web-based information and communication can support shared decision-making and may facilitate the active participation of patients during their treatment. For research purposes, it is important to take the bias in OCC groups into account.
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Ben Said, Younes, Nicola Luigi Bragazzi, and Natalia Valeryevna Pyatigorskaya. "Prevalence and Perceived Effectiveness of Pharmaceutical Digital Marketing among Community Pharmacies in Saudi Arabia: A Cross-Sectional Questionnaire-Based Survey." Pharmacy 8, no. 1 (January 15, 2020): 9. http://dx.doi.org/10.3390/pharmacy8010009.
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This research analyzes the direct-to-consumer digital marketing technologies in terms of prevalence and effectiveness. A cross-sectional study design was carried out using the non-repeated random sampling technique. Standardized questionnaires were administered by means of face-to-face interviews or online via web software Sphinx (Python Documentation Generator). The relative importance of prevalence (RIP) and the mean evaluation of effectiveness (MEE) were determined for all studied digital media and for all the different groups of respondents (pharmaceutical sales representatives, community pharmacists, consumers, and the entire sample). Inter-individual differences in RIP and MEE were assessed by computing the coefficient of variation, whereas inter-group differences were determined by one-way analysis of variance (ANOVA) with the Scheffé test as a post-hoc test. Research findings showed that, according to the opinion of all respondents, pharmaceutical promotional tools were more prevalent on healthcare websites. However, all respondents considered social media networks and chat messengers to be the most effective in terms of marketing communication. In conclusion, the results of the present research enable a better understanding of which digital platforms are more often used as media for direct-to-consumer pharmaceutical promotion, and which ones are perceived as the most effective for marketing communication.
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Muhdi, Louise, and Roman Boutellier. "MOTIVATIONAL FACTORS AFFECTING PARTICIPATION AND CONTRIBUTION OF MEMBERS IN TWO DIFFERENT SWISS INNOVATION COMMUNITIES." International Journal of Innovation Management 15, no. 03 (June 2011): 543–62. http://dx.doi.org/10.1142/s1363919611003477.
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Different types of virtual innovation-related communities have emerged in recent years. These are increasingly being utilized by companies from different industries as a tool to efficiently source knowledge from diverse groups of individuals and thus to nourish internal innovations. Based on a case study research methodology this study investigated the impact 39 motivational factors have on the participation and contribution of members of two different innovation communities, i.e., an online Swiss innovation intermediary community (n = 48) and the off-line internal innovation community of a Swiss bank (n = 69). Results showed many similarities yet 16 significant differences between the perception of members of the two investigated innovation communities. For example, reward related items (monetary and non-monetary) showed to be top motivators for the intermediary community only. Items such as 'Webcam option', 'Chat function', 'Connection with other social network platforms', were perceived as low motivators by both communities. Derived from the findings, we discuss how the nature of the innovation community has an influence on the motivation and measures potentially leading to higher participation and contribution efficiency.
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Puspitasari, Ayu Febriyanti, Rizka Miladiah Ervianty, Phima Ruthia Dwikesumasari, and Ida Setya Dwijayanti. "INTEREST OF USING E-COMMERCE CHANNELS BASED ON SOCIAL MEDIA TO IMPROVE THE QUALITY OF REGIONAL SUPERIOR PRODUCT MARKETING ON FEMALE GROUP OF CRAFTSMEN FROM SANITAIR KLASEMAN MALANG CITY." Darmabakti Cendekia: Journal of Community Service and Engagements 1, no. 1 (June 25, 2019): 16. http://dx.doi.org/10.20473/dc.v1.i1.2019.16-21.
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Background: Industrial centers (UKM) in Malang are scattered throughout the city. According to data from the Malang Cooperative and UMKM Office, only 30% have gone online from the 70,000 UMKM currently available. This is an opportunity for young people to be able to help UMKM to go online. The main obstacles experienced by UMKM are financing problems, technology and product innovation, market research and inefficiencies. Purpose: To solve the problems of MSMEs in Malang City, especially in the field of technology and product innovation for women groups, UKM Craftsmen Sanitair Klaseman Malang. Method: Training on making e-commerce based marketing channels and social media which includes training on making e-commerce channels through social media and the internet. Results: The UKM of sanitation products in Malang were mostly dominated by 50% flower pots and 25% carvings. The use of social media for UKM partners had an impact on increasing orders from consumers through social media. The types of social media used was Whatsapp (100%), Instagram (55%), and Facebook (87.5%). Communication of sellers and buyers was effective and efficient through media chat messenger. Means of direct contact between sellers and buyers reached 87.5% through social media. Conclusion: Partners got increased orders from consumers after using social media. They could also grow their business bigger because they could have transaction directly with bank transfer payment method.
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Bell, Jo. "Harmful or helpful? The role of the internet in self-harming and suicidal behaviour in young people." Mental Health Review Journal 19, no. 1 (March 5, 2014): 61–71. http://dx.doi.org/10.1108/mhrj-05-2013-0019.
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Purpose – The internet plays an important role in the lives of self-harming and suicidal young people yet little is known about how internet use influences this behaviour. The purpose of this paper is to examine the evidence base with a view to determining directions for future research and practice. Design/methodology/approach – Literature relating to self-harming and suicidal behaviour, young people, and the internet is reviewed with a focus on content and methodology. Findings – The internet provides access to: “how-to” descriptions of suicide; unregulated/illegal online pharmacies; forums to spread this information; access to others seeking to end their own lives. Such sites are believed to elevate risk amongst vulnerable individuals. Conversely, the internet provides access to intervention and prevention activity, online support groups, advice, and personal chat. These can be a key resource in helping young people. There is a lack of consensus on what constitutes harmful and helpful online exchange, often evidenced in disparity between the perceptions of professionals and users. Research limitations/implications – Research is needed to map out a more accurate picture of suicide and self-harm resources on the internet and to establish a consensus about what constitutes harmful and helpful exchange. This needs to be based on: a comprehensive and informed range of search terms; a clear distinction between types of resource; a clear and consistent rationale for distinguishing and categorizing sites; a systematic replicable methodology for plotting the scope, content, accessibility, and popularity of web resources at a given point in time; the views of young people who use these sites, as well as practitioners and professionals. Practical implications – Practitioners need to: regularly assess the quantity, quality, and nature of self-harm/suicide focused internet use amongst service users; be aware of which sites are most appropriate for particular individuals; promote sites directed at young people that enhance effective coping. Professional mental health organizations need to find ways of ensuring that: they are consistently well represented amongst search results online; sites are readily accessible; more practitioners are trained in text-based communications. Originality/value – This paper offers a framework and rationale for future research and for those involved in service provision, policy, and practice.
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Järvelä, Sanna, Hanna Järvenoja, Jonna Malmberg, and Allyson F. Hadwin. "Exploring Socially Shared Regulation in the Context of Collaboration." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 267–86. http://dx.doi.org/10.1891/1945-8959.12.3.267.
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Socially shared regulation of learning refers to processes by which group members regulate their collective activity. Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Our hypothesis is that successful groups also share in regulating group processes. Following our earlier conceptual and empirical work on the social aspect of motivating and regulating learning (Hadwin & Järvelä, 2011; Järvenoja & Järvelä, 2009; Järvelä, Volet, & Järvenoja, 2010), our research questions are as follows: (a) What challenges do individuals and groups report experiencing during collaborative group work? (b) How do students collectively regulate these challenges at the time, and in future collaborations? (c) How do collaborative learning outcomes compare between groups with varying degrees of emerging shared regulation? We present an empirical study in which 18 graduate students worked in collaborative teams of 3–4 over an 8-week period. The nStudy (Winne, Hadwin, & Beaudoin, 2010) software was used for collaborative planning and work, as well as face-to-face and online collaboration between team members. Data included individual and collaborative statements about collaborative challenges, collaborative statements about contextual and future regulation strategies, collaborative learning performance, and log file traces of students’ contributions to collaborative chat discussions and planning activities. Findings indicated that the students expressed multiple challenges resulting in 3 kinds of regulation over time profiles: strong, progressive, and weak shared regulation. We also conclude that successful collaboration not only requires self-regulation but also allows each team member to support fellow team members to successfully regulate their learning and the team to come together to collectively regulate learning.
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Lussier, Marie-Thérèse, Janusz Kaczorowski, Magali Girard, and Emmanuelle Arpin. "Volunteer engagement to inform research on cardiovascular health awareness, Canada." Health Promotion International 35, no. 6 (March 19, 2020): 1570–76. http://dx.doi.org/10.1093/heapro/daaa015.
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Abstract Volunteers have been extensively used in health promotion programmes. However, they have been less frequently involved in the research process. In its most recent iterations, the Cardiovascular Health Awareness Program (CHAP) integrated volunteers (i) to facilitate CHAP sessions with participating patients for data collection and (ii) to evaluate the intervention. Drawing on the patient and public involvement literature, our research team included volunteers in the data collection and evaluation of CHAP sessions as part of the programme’s implementation in the province of Quebec (Canada). We sought volunteers’ formal feedback through individual online and phone interviews and through focus groups for each of the four projects conducted in Quebec. We found that volunteers provide valuable insight on the research protocol as well as patient needs. Their feedback led to several modifications to the research protocol and procedures of subsequent CHAP sessions. Changes included involving volunteers at earlier stages of the research process, adding more learning modules and practice sessions during the volunteer training and defining research priorities according to patient needs. Our methodology of engaging volunteers in the research process was useful to gain important and unique insight on patient needs and for future programme planning to modify the research process.
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Verran, Alice, Ayesha Uddin, Rachel Court, Frances Taggart, Paul Sutcliffe, Jackie Sturt, Frances Griffiths, and Helen Atherton. "Effectiveness and impact of networked communication interventions in young people with mental health conditions: A rapid review." DIGITAL HEALTH 4 (January 2018): 205520761876220. http://dx.doi.org/10.1177/2055207618762209.
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Objective To describe the latest evidence of effectiveness and impact of networked communication interventions for young people with mental health conditions. Methods Searching five databases from 2009 onwards, we included studies of any design investigating two-way communication interventions for the treatment of young people (mean age 12–25) with a chronic mental health disorder. The data were synthesised using narrative summary. Results Six studies met the inclusion criteria, covering a range of mental health conditions (depression, psychosis, OCD). Interventions included an online chat room ( n = 2), videoconferencing ( n = 3) and telephone ( n = 1). Where studies compared two groups, equivalence or a statistically significant improvement in symptoms was observed compared to control. Views of patients and clinicians included impact on the patient-clinician interaction. Clinicians did not feel it hindered their diagnostic ability. Conclusion Networked communication technologies show promise in the treatment of young people with mental health problems but the current available evidence remains limited and the evidence base has not advanced much since the previous inception of this review in 2011. Practice implications Although the available research is generally positive, robust evidence relating to the provision of care for young persons via these technologies is lacking and healthcare providers should be mindful of this.
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Cong-Lem, Ngo. "Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 143. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.143.
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The advent of Web 2.0 technology has afforded language educators more useful technology for English as a foreign language (EFL) teaching. This article reviewed 31 empirical studies investigating the employment of web-based technology to enhance EFL learners’ speaking performance. The findings indicated that overall, web-based language learning (WBLL) could be classified into five major groups: general websites providing linguistic inputs, blogging platforms, communication tools, project-based learning tools and learning management systems. While the available linguistic input online, e.g. web articles and videos, helped to enhance learners’ linguistic and background knowledge, other communication/chat tools facilitated peer interactions and collaborative learning. Audio- and video-based blogging provided convenient platforms for learners to practice their speaking through sharing their personal experiences. Moreover, Web 2.0 technology as a learning management system helped to create a ubiquitous learning environment, where L2 learners could engage in the language learning process without time and space constraints. WBLL was also found to reduce L2 learners’ learning anxiety while making them become more active, motivated language learners. In addition, the role of language instructor in web-based technology implementation was also found to be crucial, e.g. monitoring L2 learners’ learning progress and providing feedback. Further research, however, is warranted to address existing methodological drawbacks of previous studies by recruiting larger sample size, conducting long-term research and controlling for confounding factors, e.g. prior L2 speaking ability and technology usage experience.
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Ainun, Nunung Nurfajri. "Pandemi dan Ruang Kelas Dunia Maya." JOURNAL OF EDUCATIONAL TECHNOLOGY, CURRICULUM, LEARNING AND COMMUNICATION 1, no. 1 (January 5, 2021): 1. http://dx.doi.org/10.26858/jetclc.v1i1.18157.
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This article purposes and describe about classrooms situation that move through online class, at the primary school level in Bone district. The situations that force everyone to adapt with a network learning system, giving a different experiences and meanings in each school, parent and students. This research article conducted at two elementary schools in Bone district, for two weeks starting on March 29 to April 12, 2020 with descriptive qualitative research methods, the informants were chosen based on snowball techniques, to five informants. The informant is considered to be able to give an idea about virtual classrooms were in the pandemic. Interviews conducted by chatting and in direct interview. Research data is also supported by chat in 'virtual classrooms', and literature. The results showed that there were two groups of virtual classes during this pandemic, namely, 1) Parents as the center, in cyberspace classes during this pandemic, The parent becomes the center of learning process, because the teacher communicates to students through the parent intermediary. 2) Parent become leaders where parent act as a teachers who teach and explain material to their children, 3) Parent become associate, where teaching and learning activities are still carried out by the teacher through learning videos, video links to voice notes, so that parent only act as student associate. These findings, of course, are influenced with the facilities and infrastructure prepared by the school. School support, creativity and teacher initiative and the role of parent became the movers of the virtual world class during this pandemic.Keywords: home school, pandemic, elementary school, virtual classrooms, parents.
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Siregar, Rini Kesuma. "Belajar Micro Teaching melalui Pembelajaran Daring." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 3 (August 19, 2021): 11. http://dx.doi.org/10.32884/ideas.v7i3.395.
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Micro teaching merupakan kegiatan mengajar yang dilakukan secara sederhana dan merupakan salah satu metode pembelajaran yang dapat meningkatkan kemampuan mengajar. Selain itu, mahasiswa juga dapat belajar berbagai macam metode mengajar bahasa Inggris. Adapun tujuan dari penelitian ini adalah untuk meningkatkan kemampuan belajar micro teaching mahasiswa melalui pembelajaran daring dengan menggunakan aplikasi Zoom. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan melibatkan sebanyak 28 mahasiswa pada semester tiga. Data diperoleh melalui pembelajaran daring dan wawancara yang dilakukan melalui grup WhatsApp ataupun chat pribadi. Melalui pembelajaran micro teaching, mahasiswa dapat meningkatkan kemampuan mengajar melalui pembelajaran micro teaching, mahasiswa juga dapat menggunakan berbagai metode mengajar pada pembelajaran micro teaching, baik melalui Zoomataupun mengirimkan video presentasinya. Manfaat penelitian ini adalah sebagai langkah awal bagi mahasiswa untuk menjadi seorang guru atau pendidik karena telah memiliki ilmu dan kepercayaan diri agar nantinya ketika lulus dari Universtas Graha Nusantara para mahasiswa menjadi alumni yang pintar, penuh percaya diri, dan bertanggung jawab.
Micro teaching is a simple teaching activity and is one of the learning methods that can improve teaching skills. Besides that, students can also learn various methods of teaching English. The purpose of this research is to improve students' micro teaching learning skills through online learning using the Zoom application. The research method used is descriptive qualitative method involving as many as 28 students in the third semester. The data was obtained through online learning and interviews conducted through WhatsApp groups or private chats. Through micro teaching learning, students can improve their teaching skills through micro teaching learning, students can also use various teaching methods in micro teaching learning, either via Zoom or sending video presentations. The benefit of this research is as a first step for students to become a teacher or educator because they already have knowledge and confidence so that later when they graduate from Graha Nusantara University the students become alumni who are smart, confident, and responsible.
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Lesame, Carol, and Edgar Malatji. "use of South African languages by youth on social media." Communicare: Journal for Communication Studies in Africa 38, no. 1 (October 11, 2022): 76–95. http://dx.doi.org/10.36615/jcsa.v38i1.1545.
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The focus of this article is to discuss new media choices and use of selected South Africanlanguages on social media by youth residing in Limpopo Province, South Africa. The use oflanguage on social media facilitates communication between communicators and use of one’scultural language can ensure that this communication is better. This paper summarises a study ofyouth in Limpopo Province. The purpose of the study was to explore and describe languages usedby youth on social media and identify reasons for the communication engaged in. The researchmethodology used to collect and analyse data was a combination of qualitative and quantitativeapproaches. For the quantitative part of the research, a survey and online observation were usedfor data collection and statistical methods and semiotic analysis used to analyse data. For thequalitative aspects of the study, personal interviews and focus groups were employed for datacollection and thematic analysis used to analyse data. The findings indicated that the majorityof the youth do not prefer to use their African mother tongue languages to communicate onTwitter and Facebook but chat in the English language on those forums. However, the youngpeople prefer to use their African languages when communicating to others on the WhatsAppsocial media platform. Reasons for these choices are stated. The discussion contributes to theacademic debate on the role of language in decolonising higher education, and to debates aboutpromoting the use of African languages.
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Suryawirawan, Okto Aditya. "The effect of college students’ technology acceptance on e-commerce adoption." BISMA (Bisnis dan Manajemen) 14, no. 1 (October 29, 2021): 46–62. http://dx.doi.org/10.26740/bisma.v14n1.p46-62.
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This study aims to investigate e-commerce adoption using extended technology acceptance model (TAM) by adding self-efficacy and anxiety. The research samples included 233 undergraduate students were collected using an online survey form distributed through chat groups and social media. The collected data were analysed using partial least square-structural equation modelling (PLS-SEM) to investigate the proposed hypotheses in the model. This study found that self-efficacy has no impact towards perceived usefulness, self-efficacy has positive significant impact towards perceived ease of use, anxiety has no impact on both perceived usefulness and perceived ease of use, perceived usefulness has positive significant impact towards attitude, perceived ease of use has no impact towards attitude, perceived ease of use has positive significant impact on perceived usefulness, perceived usefulness has no impact towards e-commerce adoption, perceived ease of use has positive significant impact towards e-commerce adoption, and attitude has a positive significant impact towards e-commerce adoption. These findings further confirmed that TAM not only could be used to predict e-ticketing, e-learning, e-payment, and e-commerce purchase adoption but also e-commerce entrepreneurship. This study also further confirmed that the relationship between extended variable such as self-efficacy and anxiety with TAM variables might vary according to where the investigation was being held.
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Ahmed, Mahdi Aben. "Digital Teaching-Learning Technologies: Fostering Critical Thinking in Language Classrooms in Saudi Arabia." World Journal of English Language 12, no. 7 (October 21, 2022): 1. http://dx.doi.org/10.5430/wjel.v12n7p1.
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This study investigates the wide variety of the current digital teaching-learning technologies that Saudi EFL teachers use to engage students' critical thinking skills. Furthermore, this research also explores the critical thinking skills that developed as a result of the use of technology in the Saudi context. Data were collected through a questionnaire to get teachers’ feedback and opinions about digital applications used and the critical thinking skills employed. Forty teachers from six English language institutes and four English departments in different cities of Saudi Arabia participated in this study. Results indicate that the use of technology tools /applications, and popular game and pool apps in teaching English including games and pools using Kahoot!, Quizziz, and Quizlet is highly favored in language classes. Moreover, following instructions and applying language rules are the priority critical skills targeted by language teachers when they use games and pools, and breakout groups using Blackboard, Zoom, Google Meet, Chat, Online Forum, and Instant Messaging are most employed by language teachers for collaboration and discussion purposes in their classes. This study also found that applying language rules, following instructions, brainstorming, determining facts and opinions, stating opinions and analyzing problems are the more frequently targeted critical thinking skills. It is recommended that teachers and trainers with an insight on how to harness and perhaps integrate these technological tools in their teaching-learning.
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Obiora, Philip, Batholowmeo Eke, and Friday Onuodu. "mlChatApp: Topic Modeling in Online Chat Groups." Advances in Multidisciplinary and scientific Research Journal Publication 10, no. 3 (September 30, 2022): 100–110. http://dx.doi.org/10.22624/aims/maths/v10n3p8.
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Most of the time, online messaging group users must scroll and read a large number of irrelevant posts in order to gain a clear understanding of what is being discussed in the group to which they belong. Messaging groups can get congested with unnecessary messages, causing members to miss out on important issues and information. There is a need to assist users of multi-user chat systems in understanding what the group discussion is all about at any particular time without having to read all of the posted messages. This paper describes an approach to discovering topics in online chat groups. In order to extract and categorize subjects from unseen texts in online group discussions. We developed a new multi-user chat system (ML-CHAT-APP) that automatically identifies and categorizes topics within posts/messages as they appear. We implemented a combination of a Latent Dirichlet Allocation (LDA)-based model with Multinomial Logistic Regression. The resulting model was integrated into the ML-CHAT-APP built with Python and Tkinker framework for Graphical User Interface. The results show that the application was helpful in identifying topics in text conversations and adding identified topics as labels to message posts in real-time. Keywords: NLP, Topic Modeling, Latent Dirichlet Allocation; Logistic Regression
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Nickson, Amanda, Susan Gair, and Debra Miles. "Supporting Isolated Workers in their Work with Families in Rural and Remote Australia: Exploring Peer Group Supervision." Children Australia 41, no. 4 (November 29, 2016): 265–74. http://dx.doi.org/10.1017/cha.2016.41.
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Social workers face unique challenges in working with families, young people and children in rural and remote communities. Simultaneously, workers juggle dual relationships, personal boundaries and high visibility. Social work practise in rural Australia also faces high staff turnover, burnout and difficulties with recruitment, retention and available professional supervision. A lack of professional supervision has been identified as directly contributing to decreased worker retention in rural and remote areas. This paper reports on emerging themes from a qualitative research study on peer supervision in virtual teams in rural and remote Australia. Data collection consisted of pre- and post-trial individual interviews, monthly group supervision sessions, online evaluations and focus groups. A key conclusion from the study is that peer group supervision worked in supporting rural and remote workers to perform their everyday professional roles. The ease and access afforded by the use of simple technology was noteworthy. Whilst the research was conducted with social workers in rural and remote areas, the use of peer group supervision could be applicable for other professionals who work with families and communities in rural and remote Australia.