Thèses : « Mediated support »

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Salem, Abed. « Computer-mediated environment and learner support ». Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444426.

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Arvanitis, Elena-Alexia. « Sulfone mediated synthesis of heterocycles on solid support ». Thesis, Imperial College London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321910.

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Böhm, Thilo [Verfasser]. « System-Mediated Support of Explicit Collaboration in Information Retrieval / Thilo Böhm ». Hagen : Fernuniversität Hagen, 2016. http://d-nb.info/1105567923/34.

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Lukman, Heryawan. « A Computer-mediated Support for Writing Medical Notes with Coder's Perspective ». Kyoto University, 2020. http://hdl.handle.net/2433/259072.

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付記する学位プログラム名: デザイン学大学院連携プログラム
Kyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第22804号
情博第734号
新制||情||125(附属図書館)
京都大学大学院情報学研究科社会情報学専攻
(主査)教授黒田知宏, 教授吉川正俊, 教授緒方広明
学位規則第4条第1項該当

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LoPinto, Frank Anthony. « An Agent-Based Distributed Decision Support System Framework for Mediated Negotiation ». Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27401.

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Implementing an e-market for limited supply perishable asset (LiSPA) products is a problem at the intersection of online purchasing and distributed decision support systems (DistDSS). In this dissertation, we introduce and define LiSPA products, provide real-world examples, develop a framework for a distributed system to implement an e-market for LiSPA products, and provide proof-of-concept for the two major components of the framework. The DistDSS framework requires customers to instantiate agents that learn their preferences and evaluate products on their behalf. Accurately eliciting and modeling customer preferences in a quick and easy manner is a major hurdle for implementing this agent-based system. A methodology is developed for this problem using conjoint analysis and neural networks. The framework also contains a model component that is addressed in this work. The model component is presented as a mediator of customer negotiation that uses the agent-based preference models mentioned above and employs a linear programming model to maximize overall satisfaction of the total market.
Ph. D.

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Andersson, Stefan. « Information and Communication Technology - mediated support for working carers of older people ». Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65220.

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Despite a growing awareness of the importance of support for carers who combine paid work with care of an older relative, so called ‘working carers’, there remains a lack of empirical knowledge about more innovative ways to support this largest group of carers of older people. Information and Communication Technologies (ICTs) are becoming more readily available. As a result, ICTs have made it feasible to offer working carers more targeted forms of support. This thesis aimed to gain an understanding about support for working carers of older people via the use of ICT. An integrative literature review was conducted to explore and evaluate the current evidence base concerning the use of ICT-mediated support for working carers (I). Content analysis of qualitative data was used to describe nursing and support staff’s experiences of using web-based ICTs for information, e-learning and support of working carers (II). Content analysis was also used to describe working carers’ experiences of having access to a web-based family care support network provided by the municipality (III). Descriptive statistical methods were used to analyse survey data which focused on the types of support received and how they were valued by working carers, with a focus on ICT support (IV). Findings highlighted that ICT mediated support provided working carers with the means to manage their caring situation, via the provision of information, e-learning and education, in addition to practical assistance and emotional and/or physical respite from caregiving. In this way, working carers felt empowered in their caring situation by feeling more competent and prepared in their caring role and by strengthening their self-efficacy and positive self-appraisal of their situation. Carers were provided channels to share their frustrations and burdens via forums for emotional and social support between working carers, caring professionals, and other peer carers. This led to working carers feeling less burdened by their caregiving role and it helped promote their wellbeing. Further, carers were helped in some instances to balance work and care. As a result caregiving activities conflicting with work obligations were then lessened. In contrast, when ICT mediated support was neither provided in a timely fashion or in accordance with individual carers’ needs and preferences, then it was perceived by them to be unimportant. Cross-sectional data revealed that take-up of support services was low suggesting that unmet support needs may be inflated by work-care conflicts. For carers with lower digital skills, the additional time needed to learn to use ICTs was a further barrier. Overall, ICT mediated support acted as a complementary form of support for working carers. Measures to overcome dis-empowering aspects of this innovative from of support are needed to avoid working carers’ deprioritizing their own support needs and also to avoid possible digital exclusion from the current information society.

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Rady, A. S. « A technology-mediated approach to support family groups learning of English in Egypt ». Thesis, University of Brighton, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406811.

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Zanuttini, Jessica Zoe. « Using Embedded Peer-Mediated Time Delay to Support Social Communication Development in Autism ». Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19915.

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Autism is a pervasive neurodevelopmental disorder affecting typical social functioning and repetitive behaviours and interests. For many individuals with autism, social impairment is one of the most challenging characteristics of their diagnosis. For a number of school students with autism in Australia, social impairments often limit the extent to which they participate in mainstream schools and classrooms. Due to the growth in the proportion of students with autism entering mainstream education, it is becoming increasingly difficult for mainstream education teachers to address the unique and diverse needs of the students in their care. Some teachers find it particularly difficult to support the social development of their students with autism without sacrificing the time spent on academic tasks. The current study explored the effect of peer-mediated time-delay instruction, embedded within typical academic inquiry-based learning tasks, as support for the social communication development of students with autism. Four single-case designs, each involving a multiple-baseline-across-behaviours design for a target participant with autism, investigated the effect of the peer-mediated intervention on both the frequency and quality of targeted social communication behaviours. Partial interval recording procedures and visual data analysis were used to show that the intervention had some positive effects on several of the social communication behaviours targeted during the study. However, due to small-scale intervention effects, variable data patterns, and inconsistent effect replication, a functional relationship between the intervention and the targeted social communication behaviours could not always be established. The peer-mediated time-delay instruction was embedded by same-age peers without disability during teacher-led inquiry-based learning sessions within two mainstream primary classrooms. Implementation fidelity data demonstrated that trained peers accurately delivered the intervention, with an increase in accuracy over time. The academic outcomes of all students involved in the intervention (i.e., trained peer mediators and students with autism) were monitored for the duration of their participation. Results showed that there was no regression in academic outcomes for any participating student.

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Childs, Liam. « Bioinformatics approaches to analysing RNA mediated regulation of gene expression ». Phd thesis, Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4128/.

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The genome can be considered the blueprint for an organism. Composed of DNA, it harbours all organism-specific instructions for the synthesis of all structural components and their associated functions. The role of carriers of actual molecular structure and functions was believed to be exclusively assumed by proteins encoded in particular segments of the genome, the genes. In the process of converting the information stored genes into functional proteins, RNA – a third major molecule class – was discovered early on to act a messenger by copying the genomic information and relaying it to the protein-synthesizing machinery. Furthermore, RNA molecules were identified to assist in the assembly of amino acids into native proteins. For a long time, these - rather passive - roles were thought to be the sole purpose of RNA. However, in recent years, new discoveries have led to a radical revision of this view. First, RNA molecules with catalytic functions - thought to be the exclusive domain of proteins - were discovered. Then, scientists realized that much more of the genomic sequence is transcribed into RNA molecules than there are proteins in cells begging the question what the function of all these molecules are. Furthermore, very short and altogether new types of RNA molecules seemingly playing a critical role in orchestrating cellular processes were discovered. Thus, RNA has become a central research topic in molecular biology, even to the extent that some researcher dub cells as “RNA machines”. This thesis aims to contribute towards our understanding of RNA-related phenomena by applying Bioinformatics means. First, we performed a genome-wide screen to identify sites at which the chemical composition of DNA (the genotype) critically influences phenotypic traits (the phenotype) of the model plant Arabidopsis thaliana. Whole genome hybridisation arrays were used and an informatics strategy developed, to identify polymorphic sites from hybridisation to genomic DNA. Following this approach, not only were genotype-phenotype associations discovered across the entire Arabidopsis genome, but also regions not currently known to encode proteins, thus representing candidate sites for novel RNA functional molecules. By statistically associating them with phenotypic traits, clues as to their particular functions were obtained. Furthermore, these candidate regions were subjected to a novel RNA-function classification prediction method developed as part of this thesis. While determining the chemical structure (the sequence) of candidate RNA molecules is relatively straightforward, the elucidation of its structure-function relationship is much more challenging. Towards this end, we devised and implemented a novel algorithmic approach to predict the structural and, thereby, functional class of RNA molecules. In this algorithm, the concept of treating RNA molecule structures as graphs was introduced. We demonstrate that this abstraction of the actual structure leads to meaningful results that may greatly assist in the characterization of novel RNA molecules. Furthermore, by using graph-theoretic properties as descriptors of structure, we indentified particular structural features of RNA molecules that may determine their function, thus providing new insights into the structure-function relationships of RNA. The method (termed Grapple) has been made available to the scientific community as a web-based service. RNA has taken centre stage in molecular biology research and novel discoveries can be expected to further solidify the central role of RNA in the origin and support of life on earth. As illustrated by this thesis, Bioinformatics methods will continue to play an essential role in these discoveries.
Das Genom eines Organismus enthält alle Informationen für die Synthese aller strukturellen Komponenten und deren jeweiligen Funktionen. Lange Zeit wurde angenommen, dass Proteine, die auf definierten Abschnitten auf dem Genom – den Genen – kodiert werden, die alleinigen Träger der molekularen - und vor allem katalytischen - Funktionen sind. Im Prozess der Umsetzung der genetischen Information von Genen in die Funktion von Proteinen wurden RNA Moleküle als weitere zentrale Molekülklasse identifiziert. Sie fungieren dabei als Botenmoleküle (mRNA) und unterstützen als Trägermoleküle (in Form von tRNA) die Zusammenfügung der einzelnen Aminosäurebausteine zu nativen Proteine. Diese eher passiven Funktionen wurden lange als die einzigen Funktionen von RNA Molekülen angenommen. Jedoch führten neue Entdeckungen zu einer radikalen Neubewertung der Rolle von RNA. So wurden RNA-Moleküle mit katalytischen Eigenschaften entdeckt, sogenannte Ribozyme. Weiterhin wurde festgestellt, dass über proteinkodierende Abschnitte hinaus, weit mehr genomische Sequenzbereiche abgelesen und in RNA Moleküle transkribiert werden als angenommen. Darüber hinaus wurden sehr kleine und neuartige RNA Moleküle identifiziert, die entscheidend bei der Koordinierung der Genexpression beteiligt sind. Diese Entdeckungen rückten RNA als Molekülklasse in den Mittelpunkt moderner molekularbiologischen Forschung und führten zu einer Neubewertung ihrer funktionellen Rolle. Die vorliegende Promotionsarbeit versucht mit Hilfe bioinformatorischer Methoden einen Beitrag zum Verständnis RNA-bezogener Phänomene zu leisten. Zunächst wurde eine genomweite Suche nach Abschnitten im Genom der Modellpflanze Arabidopsis thaliana vorgenommen, deren veränderte chemische Struktur (dem Genotyp) die Ausprägung ausgewählter Merkmale (dem Phänotyp) entscheidend beeinflusst. Dabei wurden sogenannte Ganz-Genom Hybridisierungschips eingesetzt und eine bioinformatische Strategie entwickelt, Veränderungen der chemischen Struktur (Polymorphismen) anhand der veränderten Bindung von genomischer DNA aus verschiedenen Arabidopsis Kultivaren an definierte Proben auf dem Chip zu detektieren. In dieser Suche wurden nicht nur systematisch Genotyp-Phänotyp Assoziationen entdeckt, sondern dabei auch Bereiche identifiziert, die bisher nicht als proteinkodierende Abschnitte annotiert sind, aber dennoch die Ausprägung eines konkreten Merkmals zu bestimmen scheinen. Diese Bereiche wurden desweiteren auf mögliche neue RNA Moleküle untersucht, die in diesen Abschnitten kodiert sein könnten. Hierbei wurde ein neuer Algorithmus eingesetzt, der ebenfalls als Teil der vorliegenden Arbeit entwickelt wurde. Während es zum Standardrepertoire der Molekularbiologen gehört, die chemische Struktur (die Sequenz) eines RNA Moleküls zu bestimmen, ist die Aufklärung sowohl der Struktur als auch der konkreten Funktion des Moleküls weitaus schwieriger. Zu diesem Zweck wurde in dieser Arbeit ein neuer algorithmischer Ansatz entwickelt, der mittels Computermethoden eine Zuordnung von RNA Molekülen zu bestimmten Funktionsklassen gestattet. Hierbei wurde das Konzept der Beschreibung von RNA-Sekundärstrukturen als Graphen genutzt. Es konnte gezeigt werden, dass diese Abstraktion von der konkreten Struktur zu nützlichen Aussagen zur Funktion führt. Des weiteren konnte demonstriert werden, dass graphen-theoretisch abgeleitete Merkmale von RNA-Molekülen einen neuen Zugang zum Verständnis der Struktur-Funktionsbeziehungen ermöglichen. Die entwickelte Methode (Grapple) wurde als web-basierte Anwendung der wissenschaftlichen Welt zur Verfügung gestellt. RNA hat sich als ein zentraler Forschungsgegenstand der Molekularbiologie etabliert und neue Entdeckungen können erwartet werden, die die zentrale Rolle von RNA bei der Entstehung und Aufrechterhaltung des Lebens auf der Erde weiter untermauern. Bioinformatische Methoden werden dabei weiterhin eine essentielle Rolle spielen.

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Furukawa, Ryoko. « Using video-mediated communication to support pregnant couples separated during satogaeri bunben in Japan ». Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2873.

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The purpose of this study was to explore the use of video-mediated communication (VMC) to support couples separated during classic Satogaeri Bunben. Satogaeri Bunben refers to the Japanese tradition when a pregnant woman leaves her own home to return to her parents' home during the prenatal period, while her husband often stays behind in the couple's house. When a couple geographically live apart during Satogaeri Bunben, it may decrease father-infant attachment and the negatively impact the marital relationship. VMC was selected as the supportive intervention for couples choosing Satogaeri Bunben in this study because: 1) it provides additional visual cues, which are particularly important because Japanese communication is highly contextual and often more nonverbal than verbal, 2) the addition of visual cues allow husbands the opportunity to see their infant, because they cannot talk, and 3) Japan has one of the best broadband systems worldwide. The specific aims were to explore VMC during Satogaeri Bunben in relation to father-infant attachment and the marital relationship and to describe VMC experiences of Japanese couples separated during Satogaeri Bunben. A comparative case study design with a mixed methods approach to data collection and analysis was used. The specific mixed methods approach used was a [QUAL + quan] triangulation-convergence model. For the qualitative data, the primary source of data was the Participant Diary. The primary sources of quantitative data included three instruments: 1) Taiji Kanjyo Hyotei Syakudo (TKHS), 2) Intimate Bond Measure (IBM), and 3) Primary Communication Inventory (PCI). The PCI was translated into Japanese for this study using a committee approach. Four couples were participated in this study. Data collection for each couple took approximately two to three month to complete. Qualitative data analysis divided the couples in two groups: 1) the engaged group, who were very attentive each other's feelings and 2) the detached group, who were inattentive. The PCI scores further supported the existence of two groups. However, the TKHS and IBM scores were mixed. The limitations included a small sample size and lack of variability in sample characteristics, and short time frame. This study was also the first time to use a newly translated PCI in Japanese. This study successfully explored the use of VMC to support couples choosing Satogaeri Bunben focusing on decreasing the impact of the separation of the couple and later the separation of the husband from his new infant. The qualitative and quantitative findings provided a first glimpse into four couples' feelings and VMC experiences during Satogaeri Bunben, especially in relation to father-infant attachment and the marital relationship. The use of VMC provided ongoing virtual, rather than physical co-presence, which may help couple's communication and relationship during their separation, as they transitioned to parenthood.

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Brown, Deana. « Designing technologies to support migrants and refugees ». Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53849.

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Families migrate to improve their outcomes, however the process is very disruptive. My research asks and answers the question can scaffolding communication through technology mitigate the disruption caused to families by migration, and if so, how? In my work I have explored two forms of disruptive family migration—parental migration (where parents and children live in separate countries) and refugee resettlement (resulting from forced migration). In both forms, families are embedded in support networks of individuals they rely on to minimize vulnerabilities faced post-migration and to rebuild a stable family structure. My empirical results revealed barriers (distance, language, literacy and so forth) that render the communication between families and their support network less than effective. Through participatory approaches, I then design and evaluate separately, two systems to mitigate the barriers and improve communication in the various support networks. The end contributions of my work include: i) contributing a nascent agenda on migration for Human-Computer Interaction (HCI) and related fields through providing an increased understanding of the challenges that limit the livelihoods of migration-separated and refugee families; ii) demonstrating two communication scaffolding systems for transient use by migrants to mitigate communication barriers--- time and distance on one hand (to support transnational home-school communication) and language and literacy on the other (through mediated human-in-the-loop voice translations for everyday interactions with refugees); iii) putting forth a reflection on methods to guide others seeking to work with similar groups and establishing the notion of designing for transient use in the development of systems to scaffold communication.

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Wilson, Martina E. « Learning and teaching online : structuring computer-mediated communication systems to support interaction at a distance ». Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247054.

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Rockefeller, Debra J. « An Online Academic Support Model for Students Enrolled in Internet-Based Classes ». Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2451/.

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This doctoral dissertation describes a research study that examined the effectiveness of an experimental Supplemental Instruction (SI) program that utilized computer-mediated communication (CMC) rather than traditional SI review sessions. During the Spring 1999 semester, six sections of an introductory computer course were offered via the Internet by a suburban community college district in Texas. Using Campbell and Stanley's Nonequivalent Control Group model, the online SI program was randomly assigned to four of the course sections with the two remaining sections serving as the control group. The students hired to lead the online review sessions participated in the traditional SI training programs at their colleges, and received training conducted by the researcher related to their roles as online discussion moderators. Following recommendations from Congos and Schoeps, the internal validity of the groups was confirmed by conducting independent t-tests comparing the students' cumulative credit hours, grade point averages, college entrance test scores, and first exam scores. The study's four null hypotheses were tested using multiple linear regression equations with alpha levels set at .01. Results indicated that the SI participants earned better course grades even though they had acquired fewer academic credits and had, on average, scored lower on their first course exams. Both the control group and the non-SI participants had average course grades of 2.0 on a 4.0 scale. The students who participated in at least one SI session had an average final course grade of 2.5, exceeding their previous grade point average of 2.15. Participation in one SI session using CMC was linked to a one-fourth letter grade improvement in students' final course grades. Although not statistically significant, on the average, SI participants had slightly better course retention, marginally increased course satisfaction, and fewer student-initiated contacts with their instructors.

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Scott, Susan Valerie. « Computer-mediated interpretation of risk : the introduction of decision support systems in a UK retail bank ». Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/252321.

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McWhite, Shireen. « Effect of transformational leadership on intention to quit as mediated by justice, trust and perceived support ». Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/5836.

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Lynch, John G. « Perceived Stress and the Buffering Hypothesis of Perceived Social Support on Facebook ». Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1344533616.

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Brady, Elaine Mary. « Lifting the blaincéad on breastfeeding : Can mobile technology address the customer experience of shame in Ireland ». Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/131607/1/Elaine_Brady_Thesis.pdf.

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The World Health Organization (WHO) recommends that mothers exclusively breastfeed for the first 6 months of an infant’s life with Irish breastfeeding rates among the lowest in Europe, partly due to the experience of shame. This research draws on literature from the fields of Social Marketing, Shame, Customer Experience, Social Support, and Computer-Mediated Communication and examines how social marketing and mobile technology can be used to reduce shame to improve the breastfeeding experience and encourage new mums to breastfeed for longer periods of time. The findings from semi-structured interviews with Irish mothers and fathers show women experience shame and embarrassment from cultural norms and that mobile technology such as an app can provide support to address the stigma of shame. The research recommends mobile phone support that addresses the needs of both mothers and fathers however using different features to “lift the blaincéad” on breastfeeding in Ireland.

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Powell, Wendy. « Virtually walking : factors influencing walking and perception of walking in treadmill-mediated virtual reality to support rehabilitation ». Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/virtually-walking(1c81024c-8242-45fb-8ca1-6c74b1a1956c).html.

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Psychomotor slowing, and in particular slow walking, is a common correlate of illness or injury, and often persists long after the precipitating condition has improved. Since slow walking has implications for long term physical and social wellbeing, it is important to find ways to address this issue. However, whilst it is well established that exercise programmes are good approaches to increase movement speed, adherence to therapy remains poor. The main reasons for this appear to be pain and lack of interest and enjoyment in the exercise. Virtual Rehabilitation combines physical therapy with Virtual Reality (VR). This is a rapidly growing area of health care, which seems to offer a potential solution to these issues, by offering the benefits of increased patient engagement and decreased perception of pain. However, the question of how to encourage patients to increase their walking speed whilst interacting with VR has remained unanswered. Moreover, to maximise the benefits of this type of therapy, there needs to be a greater understanding of how different factors in treadmill-mediated VR can facilitate (or hinder) optimal walking. Therefore this thesis investigated the factors influencing walking and perception of walking in treadmill-mediated VR, using a series of empirical investigations to determine the effect of a variety of factors in VR, which can then be applied in a clinical setting. A review of the literature identified that high contrast stereoscopic virtual environments, calibrated to real-world dimensions, with a wide field of view and peripheral visual cues, are likely to facilitate accurate self-motion perception. Empirical studies demonstrated that decreasing the visual gain (ratio of optic flow to walk speed) in VR can lead to a sustained increase in walk speed. However, these lower rates of visual gain are likely to be perceived as unrealistic, and may decrease immersion. Further investigation demonstrated that there is a range of visual gain which is perceived as acceptably normal, although even the lower bound of this acceptable gain is still higher than the optimum gain for facilitating faster movements. Thus there is a trade-off between visual gain for realistic perception, and visual gain for improved walking speeds. Therefore other components that can improve walking speed need to be identified, particularly for those applications where reduction of the visual gain is undesirable. Further empirical studies demonstrated that fast audio cues (125% of baseline cadence), in the form of a footstep sound, can increase the walk speed without disrupting the natural walk ratio. This effect was demonstrated in healthy populations, and also shown to be evident in a group of patients with chronic musculoskeletal pain. It was noted that in all the studies comparing a pain and non-pain group, the pain group walked more slowly across all conditions. Additional empirical studies demonstrated that the use of self-paced treadmills for interfacing with VR was found to be associated with somewhat lower baseline walk speeds than normal overground walking, although the self-paced treadmills preserved the normal walk ratio. This slowing of walking and preservation of walk ratio was seen in both healthy participants and also in participants with chronic musculoskeletal pain. Therefore, whilst self-paced treadmills can support natural walking, additional factors need to be considered if treadmill-mediated VR is to be used to facilitate the increase in walking speeds desirable for rehabilitation. Thus designing VR for rehabilitation is likely to involve consideration of a number of factors, and making individualised design decision based on specific therapeutic goals.

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Stuckey, Bronwyn. « Growing online community core conditions to support successful development of community in internet-mediated communities of practice / ». Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080911.092048/index.html.

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Hong, Hwajung. « Specializing social networking services to support the independence of adolescents and adults with autism ». Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53552.

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Many individuals with autism manifest problems in transitioning to adulthood due to social impairments, communication difficulties, and rigid behaviors. One of those challenges is developing a robust and sufficiently large network of people who can provide advice about a variety of everyday situations. In this dissertation, I investigate ways of supporting adolescents with high functioning autism in navigating their everyday life through specializing social networking services (SNSs). A series of studies were conducted to identify opportunities for the design and use of a specialized SNS to foster the independence. The results demonstrates SNS can support some adolescents and adults with autism in increasing the independence by 1) facilitating the asking of a variety of online networks beyond a primary caregiver; and 2) allowing acquisition of rapid, direct, and informational advice with crowdsourcing. Drawing on several formative studies and investigations, I synthesized design guidelines for inquir.us, a specialized hybrid social question-and-answer (Q&A) platform with features for scaffolding question creation and crowdsourcing answers. Through the initial evaluation of inquir.us, I examined the Q&A behavior of individuals with autism on this platform and identified both opportunities and barriers to adoption in the context of supporting transition skills for the independence. The contributions of this thesis are: (1) a rich description of challenges and opportunities related to attaining independent life using SNSs; (2) empirical studies of individuals with autism’s online Q&A behavior; (3) design implications for designing a specialized SNS facilitating the Q&A interactions; and (4) the design and exploratory study of a social Q&A platform in the real world.

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Kehrwald, Benjamin. « Social presence and learner support : understanding learners' experiences with mediated social processes in text-based online learning environments ». University of Southern Queensland, Faculty of Education, 2007. http://eprints.usq.edu.au/archive/00003555/.

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[Abstract]: This study focuses on the nature, role and function of online social presence in text-based online learning environments and how it relates to learner support. Ultimately, the study seeks to understand the relationships between the nature, role and function of social presence, the social learning processes employed in contemporary online learning environments and the mechanisms which support learning in these environments. This study is guided by the question: In what ways might social presence enhance the provision of learner support in text-based online learning environments? Of particular interest in this study is information related to (a) how participants in online courses experience social presence; (b) how learners in online courses perceive and/or experience learner support in online courses and (c) how these experiences affect learner activity in online learning environments.The research design employs a collective case study approach which focuses on learners in four separate online courses within a single university context to inform understanding of the phenomena in question. Using a combination of interview-like techniques, the study seeks to ground the understanding of social presence, mediated social processes (i.e., interpersonal interaction, collaboration and community development) and learner support in the experiences of online learners.The results suggest a number of important findings with regard to social presence and learner support. First is an understanding of social presence as a quality of individual actors in the online environments. Social presence exists as a response to the limits of the technology and media in text-based online learning environments. Next, the study identifies social presence an essential component of online learning environments because it facilitates and supports mediated social processes including interpersonal interaction (or transaction), the development of relations between individuals and amongst groups of individuals, the progressive development of productive collaboration and the establishment and growth of community. Finally, the study highlights a revised model for learner support in text-based online learning environments which is informed by the development of learning communities and understanding of mediated social processes.

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Pullen, Grant. « The development of a model to effectively utilise computer mediated communication to support assessment in a virtual learning environment ». Thesis, Port Elizabeth Technikon, 2001. http://hdl.handle.net/10948/54.

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Programming lecturers are faced with logistical problems associated with evaluating students’ assignments. This dissertation will discuss the problems associated with paper- and electronic-based submission and evaluation systems. Managing student assignments is thus an important issue and this dissertation investigates how the computer can be used to help in both the management of programming assignments and giving of feedback for those assignments. Computer Mediated Communication (CMC) technologies offer a technical solution for the submission of assignments. CMC technologies are therefore studied and their use in the educational sphere discussed. Information Security is another important feature that is needed when using CMC for assignment management. A guideline showing the different features that an assignment management and feedback system would need was developed. Current systems that offer some assignment management features were studied and evaluated according to the guideline. A model was developed for the management of programming assignments. The model addresses the problems of paper-based and previous electronic submission systems and includes the assessment of the assignments. The viability of the model was determined by building and testing a prototype based on the model’s specifications. The prototype was evaluated within a second year Visual Basic programming class. The evaluation determined that there were areas that needed improvement, however the feedback was generally positive.

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Debenham, Margaret. « Computer mediated communication and disability support : addressing barriers to study for undergraduate distance learners with long-term health problems ». Thesis, Open University, 2001. http://oro.open.ac.uk/46223/.

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This work explores barriers to study encountered by undergraduate distance learners with long-term health problems. It considers ways in which problems identified in an Exploratory Study might be addressed. These include fatigue, difficulties with handwriting, academic and social isolation, together with a need for better interactive communication with support agencies. The student perspective is explored in depth. The essential finding is that the adoption of an Autonomy approach when using CMC for access to services on a 'Virtual Campus' can have beneficial effects and begin to break down the barriers to study that the Exploratory Study identified. Two intervention studies sought to address these problems using a computer conferencing system as the medium of contact with support staff and other students in a 'Virtual Campus' environment. A novel mode of access to educational counselling provision was designed, introducing a group dimension into the process. In addition to one-to-one email, participants could now consult the advisor in a counselling topic within a confidential peer group environment, DOORway. The findings suggest that informal contact with the counsellor in this conference had helped to build rapport and develop confidence for these students to approach her by e-mail when more private advice or help was needed. Given a choice of options, at the close of the studies more than three quarters of the sample said they would prefer access to a counsellor on-line rather than by traditional routes. The role of the peer group conference is considered to have been pivotal to the reported benefits in a number of ways. Firstly, it provided an empathic on-line community for mutual support. Secondly, it provided an environment in which sensitive questions could be raised with an educational counsellor. Thirdly, it provided a gentle introduction to participation in the wider world of open conferences on a 'Virtual Campus'. The findings suggest that it was the combination of this raft of measures, a holistic package readily available when using CMC in a 'Virtual Campus' environment, that was most effective in addressing the identified barriers to study for this group of students with long-term health problems.

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Bazydlo, Nadia, et Sofia Wallin. « A lifebuoy that supports in deep water : A qualitative case study investigating how an external actor can support an organisation in crisis ». Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324823.

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Problem Crisis management has never been as important as it is today. Considering that criticism is being spread in a fast pace through social media, the reputation of an organisation can quickly be damaged. Several organisations however lack internal knowledge about crisis management. The majority of the previous research about crisis management has been conducted from the organisations’ perspective. There is however relatively little research done from an external actor’s role in supporting an organisation in crisis. Purpose This study aims to contribute in the crisis management and communication field by investigating how an external actor can support an organisation in crisis. Method The study was conducted through a qualitative single case study of crisis management support provided to firms by one external actor, a PR-agency. Primary data for the case was collected from six semi-structured interviews. Conclusion External actors are a suitable helping hand in crises because they possess experience and knowledge in media and crisis communication and can view the situation objectively. Crisis consultants support their clients by providing a response strategy that is built on being honest and open. Proactive and post work are not prioritised by clients but are highly important for crisis preparedness and building a strong reputation. Social media is a standard part of today’s crisis communication but is also a demanding channel that creates incentives for hiring external support.

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DiGiovanni, Craig. « Emotional and Informational Supportive Exchanges as Predictors of Relational Health and Well-Being in Computer-Mediated Support Groups for Individuals with a Traumatic Brain Injury ». Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107712.

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Thesis advisor: Belle Liang
Traumatic brain injury (TBI) survivors often experience isolation from their primary support network following their injury (Marsh, Kersel, Havill, & Sleigh, 1998). Computer-mediated support groups (CMSGs) offer a virtual platform for individuals with complex medical concerns to exchange emotional and informational support (Braithwaite, Waldron, & Finn, 1999). To date, no research has examined the use of CMSGs, such as TBI-related Facebook support groups, for TBI survivors. There is also limited research investigating how emotional and informational support provided and received (i.e., supportive exchanges) relate to well-being and online relational health (Liang et al., 2002). This study examined the relationship between four supportive exchanges and well-being and relational health for TBI survivors using TBI-related Facebook support groups, as well as whether a gender norm—emotional control—and network preference moderated these relationships. Participants included 191 TBI survivors recruited across 14 TBI-related Facebook support groups. Multiple regression analyses tested whether four supportive exchanges directly predicted well-being and relational health after controlling for age and extraversion. Results revealed that supportive exchanges did not predict well-being. However, emotional support provided, emotional support received, and informational support received all predicted higher levels of online relational health. Informational support provided predicted lower levels of online relational health. Additional multiple regression analyses tested whether emotional control and four aspects of network preference moderated the relationship between supportive exchanges and well-being and relational health. Although higher levels of emotional control directly predicted lower levels of relational health, and a preference for weak-tie support networks (e.g., online acquaintances) predicted lower levels of well-being, the moderating effects were generally not significant. The findings underscore the importance of supportive exchanges in developing online relational health for TBI survivors using Facebook support groups. It also suggests that this relationship was not dependent on emotional control and network preference. Future research should investigate other factors affecting supportive online communication for TBI survivors and when they may benefit most from online support
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology

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May, Madeth. « Using tracking data as reflexive tools to support tutors and learners in distance learning situations : an application to computer-mediated communications ». Lyon, INSA, 2009. http://theses.insa-lyon.fr/publication/2009ISAL0106/these.pdf.

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Afin de fournir du soutien aux apprenants et aux tuteurs pendant et après leurs activités de communication médiatisée (CMC en anglais pour Computer-Mediated Communication), nous menons une recherche qui se focalise sur le traçage et l’exploitation des traces CMC en situations d’apprentissage à distance. Nous avons traité des problématiques autour de (i) la collecte des traces, (ii) la représentation des traces, et (iii) l’analyse et la visualisation des traces. Les éléments de réponse à ces problématiques sont : - Une approche de traçage pour les outils CMC : Pour tracer finement les activités CMC, nous proposons d’effectuer l’observation non seulement du côté des serveurs, mais également sur les postes clients. Nous distinguons 3 types d’interactions : les IHM (Interaction Homme-Machine), les IHHM (Interactions Homme-Hommes Médiatisées par les machines), et les IMM (Interactions Machine-Machines) et 2 types d’actions : les AU (Action utilisateur en dehors de l’environnement informatique et non médiatisée) et les AM (Action Machine sans action de l’utilisateur). - Modèle général de traces CMC : Le modèle général permet la représentation et structuration des traces CMC dans un format numérique commun indépendant des outils de communication. - Plate-forme TrAVis : Nous avons développé la plate-forme TrAVis (Tracking Data Analysis and Visualization) permettant aux tuteurs et apprenants d’analyser et de visualiser en temps réel les traces CMC. TrAVis a pour objectif d’assister les tuteurs dans les tâches de suivi et d’évaluation des activités collectives des apprenants en leur proposant différents outils pour construire et visualiser des indicateurs d’interactions
This research effort focuses particularly on the traces of synchronous and asynchronous interactions on Computer-Mediated Communication tools (CMC), in situations of discussions, negotiations and arguments among learners. The main objective is to study how to use the collected traces to design "reflexive tools" for the participants in the learning process. Reflexive tools refer to the useful data indicators computed from the collected traces that support the participants in terms of awareness, assessment and evaluation of their CMC activities. We explored different tracking approaches and their limitations regarding traces collection, traces structuring, and traces visualization. To improve upon these limitations, we have proposed (i) an explicit tracking approach to efficiently track the CMC activities, (ii) a generic model of CMC traces to answer to the problems of CMC traces structuring, interoperability and reusability, and (iii) a platform TrAVis (Tracking Data Analysis and Visualization tools), specifically designed and developed to assist the participants, both the tutors and learners in the task of exploiting the CMC traces. Another crucial part of this research is the design of data indicators. The main objective is to propose different sets of data indicators in graphical representations in order to enhance the visualization and analysis of the information of CMC activities. Three case studies and an experiment in an authentic learning situation have been conducted during this research work to evaluate the technical aspects of the tracking approach and the utility of TrAVis according to the pedagogical and learning objectives of the participants

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Curradi, Giacomo <1977&gt. « Airway Basal Cell Vascular Endothelial Growth Factor-mediated Cross-Talk Regulates Endothelial Cell Dependent Growth Support of Human Airway Basal Cells ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5925/1/Curradi_Giacomo_Tesi.pdf.

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The human airway epithelium is a pseudostratified heterogenous layer comprised of cili-ated, secretory, intermediate and basal cells. As the stem/progenitor population of the airway epi-thelium, airway basal cells differentiate into ciliated and secretory cells to replenish the airway epithelium during physiological turnover and repair. Transcriptome analysis of airway basal cells revealed high expression of vascular endothelial growth factor A (VEGFA), a gene not typically associated with the function of this cell type. Using cultures of primary human airway basal cells, we demonstrate that basal cells express all of the 3 major isoforms of VEGFA (121, 165 and 189) but lack functional expression of the classical VEGFA receptors VEGFR1 and VEGFR2. The VEGFA is actively secreted by basal cells and while it appears to have no direct autocrine function on basal cell growth and proliferation, it functions in a paracrine manner to activate MAPK signaling cascades in endothelium via VEGFR2 dependent signaling pathways. Using a cytokine- and serum-free co-culture system of primary human airway basal cells and human endothelial cells revealed that basal cell secreted VEGFA activated endothelium to ex-press mediators that, in turn, stimulate and support basal cell proliferation and growth. These data demonstrate novel VEGFA mediated cross-talk between airway basal cells and endothe-lium, the purpose of which is to modulate endothelial activation and in turn stimulate and sustain basal cell growth.
I risultati preliminari dello studio suggeriscono che il vascular endothelial growth factor A(VEGFA) e’ attivamente secreto dalle cellule basali dell’epitelio bronchiale e svolge una funzione paracrina nell’attivazione della cascata delle mitogen-activated protein kinases (MAPKs) nelle cellule endoteliali mediata dal VEGF receptor type 2. Utilizzando un sistema di co-coltura di cellule basali primarie delle vie aeree umane con cellule endoteliali umane, abbiamo mostrato come il VEGFA secreto dalle cellule basali sia in grado di attivare le cellule endoteliale che a loro volta, esprimono mediatori capaci di stimolare e sostenere la proliferazione delle cellule basali stesse. Questi dati dimostrano un cross-talk mediato dal rilascio di VEGFA tra le cellule basali dell’epitelio bronchiale e l’endotelio, il cui scopo è di modulare l'attivazione endoteliale e, a sua volta stimolare e sostenere la crescita delle cellule basali.

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Curradi, Giacomo <1977&gt. « Airway Basal Cell Vascular Endothelial Growth Factor-mediated Cross-Talk Regulates Endothelial Cell Dependent Growth Support of Human Airway Basal Cells ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5925/.

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The human airway epithelium is a pseudostratified heterogenous layer comprised of cili-ated, secretory, intermediate and basal cells. As the stem/progenitor population of the airway epi-thelium, airway basal cells differentiate into ciliated and secretory cells to replenish the airway epithelium during physiological turnover and repair. Transcriptome analysis of airway basal cells revealed high expression of vascular endothelial growth factor A (VEGFA), a gene not typically associated with the function of this cell type. Using cultures of primary human airway basal cells, we demonstrate that basal cells express all of the 3 major isoforms of VEGFA (121, 165 and 189) but lack functional expression of the classical VEGFA receptors VEGFR1 and VEGFR2. The VEGFA is actively secreted by basal cells and while it appears to have no direct autocrine function on basal cell growth and proliferation, it functions in a paracrine manner to activate MAPK signaling cascades in endothelium via VEGFR2 dependent signaling pathways. Using a cytokine- and serum-free co-culture system of primary human airway basal cells and human endothelial cells revealed that basal cell secreted VEGFA activated endothelium to ex-press mediators that, in turn, stimulate and support basal cell proliferation and growth. These data demonstrate novel VEGFA mediated cross-talk between airway basal cells and endothe-lium, the purpose of which is to modulate endothelial activation and in turn stimulate and sustain basal cell growth.
I risultati preliminari dello studio suggeriscono che il vascular endothelial growth factor A(VEGFA) e’ attivamente secreto dalle cellule basali dell’epitelio bronchiale e svolge una funzione paracrina nell’attivazione della cascata delle mitogen-activated protein kinases (MAPKs) nelle cellule endoteliali mediata dal VEGF receptor type 2. Utilizzando un sistema di co-coltura di cellule basali primarie delle vie aeree umane con cellule endoteliali umane, abbiamo mostrato come il VEGFA secreto dalle cellule basali sia in grado di attivare le cellule endoteliale che a loro volta, esprimono mediatori capaci di stimolare e sostenere la proliferazione delle cellule basali stesse. Questi dati dimostrano un cross-talk mediato dal rilascio di VEGFA tra le cellule basali dell’epitelio bronchiale e l’endotelio, il cui scopo è di modulare l'attivazione endoteliale e, a sua volta stimolare e sostenere la crescita delle cellule basali.

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Steel, Anne Louise. « Understanding Posttraumatic Stress Disorder Among Victims of Intimate Partner Violence : The Roles of Perceived Social Support, Self-esteem, and Self-blame ». University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1339074563.

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Leontescu, Mihai. « ePM : Project Management transposed online : The use of information communication tools to support inter-organizational project work ». Thesis, Jönköping University, JIBS, Business Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-12460.

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The purpose of this bachelor paper is to analyze the different technologies used for supporting inter-organizational project work and how these technologies influence the project’s overall success. The results of this research have proved that the main impact ePM tools (e-Project Management tools) have upon inter-organizational projects are in terms of time-savings and easiness of communication when in need for communicating abroad with different business partners. Various types of collaboration tools can help the communication process between organizations and provide the project participants with the means of creating and supporting a collaborative environment. Other perceived benefits of ePM tools have been resulted including: reduce project costs due to time-savings and quality of information which lowers the risks for deficiency occurrences; improve the decision-making process; improve internal and external communication; facilitate knowledge sharing and expertise exchange; and create an agile business environment characterized by innovation, flexibility, faster market reaction and ability to work efficiently. Global time zones and communication skills are challenges to creating an efficient collaborative inter-organizational environment.

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Schaefer, John McDonald. « The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers ». The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888.

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Kahumuza, Juliet. « Examining the relationship between perceived support and intention to quit directly and indirectly when mediated by affective commitment, organisational citizenship behaviour and job satisfaction ». Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10972.

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Includes bibliographical references (leaves 61-67).
The objective of this study was to; firstly, investigate the construct validity of a three dimensional perceived support construct; secondly, establish the direct relationship between perceived support and intention to quit as well as the indirect relationship when mediated by affective commitment, organisational citizenship behaviour and job satisfaction; and finally, explore the relative importance of the constructs in relation to intention to quit.

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Doodson, Lisa. « Understanding the stepmother's role : quantifying the impact on quality of life and mental health : how stepmothers' adaptability is mediated by coping style, social support and relationship satisfaction ». Thesis, University of West London, 2009. https://repository.uwl.ac.uk/id/eprint/380/.

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Growth in stepfamily research in recent years has mirrored the growth in the number of stepfamilies in society, however research specific to the role of the stepmother has been recognised to be limited (Coleman, Ganong & Fine, 2000). This study has been designed to address this limitation by conducting a mixed methods approach to research on stepmothers in order to understand the effects of the stepmother role on women’s wellbeing. The research was conducted on a representative stepmother sample of two hundred and fifty stepmothers and eighty biological mothers. The sample was further segmented by residency of the stepchildren and family complexity, to identify differences both between stepmothers and biological mothers, and between different types of stepmother. Results indicated that stepmothers display significantly higher depression and anxiety than biological mothers together with lower perceived social support when compared with biological mothers, particularly from extended family and friends. They were also found to engage in significantly more maladaptive coping mechanisms than biological mothers. The adaptability of stepmothers to their role was found to be predicted by their satisfaction in their spousal relationship and the length of the relationship. The findings from the qualitative study suggested that stepmothers’ anxiety was predominantly related to the presence of the biological mother, the stepchildren and the inherent difficulties with the role itself; with social support from extended family members also affected by the enduring relationship between the stepmother’s in-laws and the biological mother. Further significant differences between the four identified types of stepmother were also found leading to the recommendation that future research recognises and distinguishes between stepmother led families, based on their family complexity and the residency of the stepchildren. The evidence overwhelmingly identifies an urgent need for stepfamily interventions that will facilitate the development of more effective functioning stepfamily units via education and support.

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Efstration, Katherine M. Keiley Margaret K. Smith Thomas A. (Thomas Alton) Mize Jacquelyn. « The effect of depressotypic attributions on marital satisfaction as mediated by spousal support and moderated by length of marriage in mothers of children with autism spectrum disorders ». Auburn, Ala, 2009. http://hdl.handle.net/10415/1903.

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Pasquini, Andrea de Moura Menezes. « Aprendizagem cooperativa mediada por computador ». Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-28032017-155830/.

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Aprendizagem cooperativa através de comunicação mediada por computador está se tornando acessível a um grande número de pessoas e, como parte integral do ambiente do aluno interligado a grupos, é uma área de importância para pesquisa e prática em educação. A pesquisa reportada neste estudo explora e descreve os efeitos da comunicação mediada por computador, evidenciando atividades cognitivas e cooperativas. A interação não presencial foi investigada com o suporte ferramenta computacional e Groups, tendo como domínio de aplicação as disciplinas SEP 5744 - Sistemas de Apoio à Decisão e SEM 210 - Análise de Sistemas II, do curso de Engenharia de Produção Mecânica da Escola de Engenharia de São Carlos - USP. O estudo foi dirigido para métodos de pesquisas em análise qualitativa de conteúdo de comunicação, pois em aprendizagem cooperativa, interação verbal entre pares é o agente fundamental através do qual ocorre atividade cognitiva. A facilitação cognitiva interpessoal pode crescer como um elo essencial entre comportamento verbal em discussões de pares e a construção social do conhecimento.
Cooperative learning through computer mediated communication is becoming accessible to greater number of people and, as a integral part of linked student\'s environment, is an emergent area of importance for researching and practice in education. The research reported in this study explores and describes the effects of Computer Mediated Communication evidencing cognitive and cooperative activities. The not presencial interaction was investigated with the support of eGroups computational tool, having as dominity of application the SEP 5744 -Decision Support Systems and SEM 210 - Systems Analysis II courses, of Production Mechanics Engineering Program. The study was directed to research methods involving the content\'s qualitative analysis of communication, since in cooperative learning, verbal interaction among peers is the fundamental agent through which cognitive activity occurs. Interpersonal cognitive facilitation may arise as an essential link between verbal behavior in peer\'s discussions and the social construction of knowledge.

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Nagel, Lynette. « The dynamics of learner participation in a virtual learning environment ». Thesis, University of Pretoria, 2008. http://hdl.handle.net/2263/22951.

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While online students should take charge of their own learning and form collaborative learning communities, constructivist instructors should scaffold online learning without dominating course discussions. This research continues the longitudinal investigation of web-based courses at the Faculty of Education, University of Pretoria. The mixed methodological approach this investigation followed consisted predominantly of qualitative methods, augmented with quantitative approaches. I used two distinct online tools to explore student participation in an eight-week online Masters’-level course delivered via the WebCT™ platform. First, I reviewed the use of metaphors in the literature by a framework of requirements for successful online learning. The use of metaphor supports constructivism, facilitates course interaction, helps to avoid students’ initial inertia in online discussions, and contributes to the development of virtual learning communities. I researched how an explanatory metaphor as tool supported online participation and indicated that metaphors eased students’ communication of important and difficult issues. Secondly, I used the tool of a covert virtual student that also acted as an additional facilitator and course helper. I examined the ethical implications of the carefully concealed real identity of the mythical online helper, methical Jane. As she took part in all course activities and assignments, as well as providing her co-students with cognitive and technical support, the students accepted and integrated her presence in their virtual learning community. I consequently analysed students’ reactions to her identity after disclosure of her origin after the course. Although the exposure precipitated students’ shock, disbelief and dismay as she was a convincing virtual student, they did not object to the presence of a virtual student, but rather felt betrayed due to her hidden real identity. The benefits of this teaching intervention include experts supplying technical expertise, multiple faculty enriching the learning experience, and support and teaching assistants and tutors participating with smaller groups in large online classes. I further examined how frequency of course access, discussion postings, collaborative behaviour and integration into a virtual learning community relate to learning and course completion. Quantitative indices indicated highly significant differences between the stratifications of student performance. Absent and seldom-contributing students risked missing the benefits of the online learning community. Students were discontent with peers who rarely and insufficiently contributed to group assignments. Low participation varied from only reading, skimming, or deliberately harvesting others’ contributions, to high student contributions of little value. Conclusions on the formation of an online learning community indicate that the passport to membership of the community is quality participation, rather than prior peer acquaintance. I indicated that students’ learning benefited from contributing high quality inputs to online learning communities while students with poor participation did not benefit from the online learning community. Online facilitators contribute to students’ learning through the timeliness and quality of tailored scaffolding. Recommendations for future research include uncovering the reasons for students’ stressful experiences of online learning; the effect of online assessment on student course participation; the alignment of learning metaphors in multi-cultural learning environments; and the support of non-participating online students.
Thesis (PHD)--University of Pretoria, 2009.
Curriculum Studies
unrestricted

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Zimmermann, Julia Antonia [Verfasser], Yolanda [Akademischer Betreuer] Demetriou, Yolanda [Gutachter] Demetriou et Doris [Gutachter] Holzberger. « The relationship of teachers’ multidimensional autonomy support in physical education and students’ leisure-time physical activity mediated by cognitive appraisals and achievement emotions / Julia Antonia Zimmermann ; Gutachter : Yolanda Demetriou, Doris Holzberger ; Betreuer : Yolanda Demetriou ». München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/124174033X/34.

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May, Richard A. « Toward directly mediated interaction in computer supported environments / ». Thesis, Connect to this title online ; UW restricted, 2004. http://hdl.handle.net/1773/10684.

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Smutný, Zdeněk. « Metoda pro výběr portfolia nástrojů pro online marketingové aktivity a podporu jejich řízení ». Doctoral thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-204907.

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Online marketing activities play an increasingly important role for organization in connection with the development of internet based technologies and their positive reception by the society. The aim of this dissertation is to design an artefact that would support the decision making of marketing specialists and thus the management of online marketing activities. The starting point is an explorative research among Czech companies, which identifies the issues felt as problematic and the needs of the selected set of organizations. Introduced at the same time is the current state of use of selected tools for online marketing by these organizations, and the situation is compared with worldwide development. The output of this explorative research, the examination of scientific literature, and a critical analysis serve as a basis for designing an own method, Genoma, whose purpose is to support the decision making of marketing specialists, and thereby also the management of marketing activities in internet-mediated environment. This method is presented as Deming (PDCA) cycle, which enables it to be used not only separately, but also as part of other frameworks for the management of marketing activities (e.g. the frameworks PMF, MCPF and RACE, which are presented in the dissertation). The Genoma method uses mainly the genetic algorithm for selecting a suitable portfolio of online marketing tools for a particular campaign. The selection is made on the basis of expected feedback at the level of social interaction, meeting the given marketing targets, and the financial demands of the individual tools. The prerequisite of using this method is a knowledge base that includes the area of sociotechnical interaction, which is based on interpreting phenomena related to the internet-mediated environment and the features of complex networks. Methodically, this dissertation builds on the complementary relationship of the behavioural (social informatics) and the design type of research (design science research). The final assessment of the suitability of the proposed method is done on the basis of a multiple case study, which uses also an own program created in C#, implementing the genetic algorithm used in the Genoma method.

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Van, Dyke Benjamin Prime. « Does perceived social support mediate the relationship between catastrophizing and pain response ? » Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1600906.

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Objective: The objective of the current investigation was to attempt to contribute to the limited body of literature regarding the role and importance of social context, in particular social support, to the experience of pain. Specifically, the current study proposed that some of the previously observed effects of pain catastrophizing on pain experience operate through a social mechanism of action by reducing available social resources to help people cope with the stress of pain. Thus, it was hypothesized that perceived social support would at least partially mediate the relationship between pain catastrophizing and pain experience or response variables (perceptions of pain intensity and unpleasantness and tolerance time).

Method: A sample of 285 college students enrolled in introductory psychology courses answered baseline questionnaires about dispositional variables before completing a fixed-time cold pressor task (60s) followed by an open-ended cold pressor task (to test pain tolerance). Questionnaires assessed perceived general social support (the Social Provisions Scale), dispositional and situational pain catastrophizing (Pain Catastrophizing Scale), and perceptions of pain intensity and unpleasantness (using visual analog scales).

Results: The final sample consisted of 285 college students (Age: M = 19.62, SD = 1.73), was primarily White (77.9%) and female (58.2%), and the majority denied having either chronic or recurrent pain (n = 160, 56.1%). Regression and SEM analyses demonstrated that the study mediation hypothesis was not supported.

Conclusion: Results of the current study suggest important revisions and considerations for future replications and similar studies.

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Saarenkunnas, M. (Maarit). « Multidimensional participation in polycontextual computer-supported language learning ». Doctoral thesis, University of Oulu, 2004. http://urn.fi/urn:isbn:9514274865.

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Abstract This thesis is an interdisciplinary study on how students and teachers as participants in computer-supported language learning make meaning to their activities. The analysis moves gradually from a more general discussion of participant activity and interaction in computer-supported environments to a domain-specific discussion of language learning and work. The main body of data for the study comes from three different university language courses. The last empirical study introduces a complementary data set from working life. The thesis grounds its arguments on a discourse perspective of meaning. Rather than considering meaning as a property of a text or discourse, meaning is seen to reside in the active efforts of the participants of a social situation. In the particular case of computer-supported learning, a multiplicity of modes has to be taken into consideration. Language, in the sense of words, is a partial bearer of meaning only. The theoretical framework advances from a discussion of computer-supported learning as a hybrid form of interaction to a discussion of situated perspectives and computer-supported learning. The research approach applies multiple perspectives due to the multimodal and polycontextual nature of computer-supported learning. Special emphasis is laid on reaching the participant perspective. The findings highlight the multidimensional and polycontextual character of participation in computer-supported learning. The resources that the participants use for meaning-making reach beyond the textual interaction in the learning platform. Furthermore, the participants have multiple ways of taking part in the educational activities. The context that the participants produce for their actions exceeds the limits of the learning platform and ties the activity to the surrounding world in many ways.

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Wang, Shoulei. « Approaches to Asymmetric Catalysis Mediated by Ploymer-Supported and Homogeneous Organocatalysts ». Doctoral thesis, Universitat Rovira i Virgili, 2018. http://hdl.handle.net/10803/553237.

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Aquesta tesi se centra en la síntesi d'organocatalitzadors, especialment els suportats en polímer, i la seva aplicació en diverses transformacions asimètriques. En el capítol II, s'ha desenvolupat una cicloaddició [4 + 2] eficient, altament regio- i estereoselectiva entre alquilidenpirazolones i enals mitjançant catàlisi via dienamina dirigida per enllaç d'hidrogen. El capítol III descriu un organocatalizador de tipus isotiourea suportat en poliestirè (PS), robust i d'alta eficiència per a una varietat de reaccions formals de cicloaddició [4 + 2]. A més, també es demostra la reciclabilitat del catalitzador d'isotiourea immobilitzat (11 cicles, TON acumulat de 76,8) i la seva aplicació en un procés de flux continu (sense disminució del rendiment o ee després de 18 h). En el capítol IV s'investiga una cicloaddició [8 + 2], d'ordre superior, asimètrica i periselectiva entre enolats d'amoni quiral i azaheptafulvens, promoguda per un catalitzador de isotiourea immobilitzat. Els productes de cicloaddició [8 + 2] resultants són susceptibles de derivatització via cicloaddició [4 + 2] completament regioselectiva amb dienòfils actius, per proporcionar productes policíclics d'una manera directa. L'últim capítol se centra en una reacció en cascada consistent en desoligomerització de paraldehid / reacció aldòlica creuada de benzaldehids pobres en electrons (o el complex η6-benzaldehid Cr (CO) 3), promoguda per un sistema catalític dual. A més, els productes obtinguts poden derivatizarse fàcilment a medicaments o intermedis de productes naturals.
Esta tesis se centra en la síntesis de organocatalizadores, especialmente los soportados en polímero, y su aplicación en diversas transformaciones asimétricas. En el Capítulo II, se ha desarrollado una cicloadición [4 + 2] eficiente, altamente regio- y estereoselectiva entre alquilidenpirazolonas y enales mediante catálisis vía dienamina dirigida por enlace de hidrógeno. El Capítulo III describe un organocatalizador de tipo isotiourea soportado en poliestireno (PS) robusto y altamente eficiente para una variedad de reacciones formales de cicloadición [4 + 2]. Además, también se demuestra la reciclabilidad del catalizador de isotiourea inmovilizado (11 ciclos, TON acumulado de 76,8) y su aplicación en un proceso de flujo continuo (sin disminución del rendimiento o ee después de 18 h). En el capítulo IV se investiga una cicloadición [8 + 2], de orden superior, asimétrica y periselectiva entre enolatos de amonio quiral y azaheptafulvenos, mediada por un catalizador de isotiourea inmovilizado. Los productos de cicloadición [8 + 2] resultantes son asimismo susceptibles de derivatización vía cicloadición [4 + 2] completamente regioselectiva con dienófilos activos para proporcionar productos policíclicos de una manera directa. El último capítulo se centra en una reacción en cascada consistente en desoligomerización de paraldehído/reacción aldólica cruzada de benzaldehídos pobres en electrones (o el complejo η6-benzaldehído Cr(CO)3), promovida por un sistema catalítico dual. Además, los productos obtenidos pueden derivatizarse fácilmente a medicamentos o intermedios de productos naturales.
This thesis focuses on the synthesis of organocatalysts, especially polymer-supported ones and their application in various asymmetric transformations. In Chapter II, an efficient, highly regio- and stereoselective [4+2] cycloaddition between alkylidene pyrazolones and enals through H-bond-directing dienamine catalysis has been developed. Chapter III describes a robust, highly efficient polystyrene-supported (PS) isothiourea organocatalyst in a variety of formal [4+2] cycloaddition reactions. In addition, recyclability of the immobilized isothiourea catalyst (11 cycles, accumulated TON of 76.8) and its application in continuous flow process (no decrease in yield or ee after 18 h) are also demonstrated. Chapter IV investigates an asymmetric periselective [8+2] higher-order cycloaddition between chiral ammonium enolates and azaheptafulvenes catalyzed by an immobilized isothiourea catalyst. The resulting [8+2] cycloadducts can also undergo completely regioselective [4+2] cycloaddition with active dienophiles to afford bridged polycyclic products in a straightforward manner. The last Chapter focuses on the cascade deoligomerization/cross-aldol reactions of electron-poor benzaldehydes or η6-benzaldehyde Cr(CO)3 complex with paraldehyde can be promoted by a dual catalytic system. Moreover, the obtained products can be easily transferred to medicinal drugs or natural product intermediates.

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Treaster, Morgan K., Fuschia Sirois, Martin Offenbächer, Loren Touissant, Niko Kohls, Eberhard Nöfer et Jameson K. Hirsch. « Social Support and Psychological Distress in Cancer : Stress as a Mediator ». Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/33.

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Cancer affects nearly 15 million Americans, and is the second leading cause of death in the U.S. Persons with cancer, including those in recovery, are at increased risk for mental health difficulties; 15% - 25% experience clinically significant depressive symptoms and approximately 12% meet criteria for an anxiety disorder. Poor mental health may be due to heightened levels of stress related to the illness experience, such as uncertainty about the course of disease or adapting to functional impairments (e.g., cleaning, walking) and illness symptoms (e.g., pain). Lack of predictability regarding symptoms and physical limitations may lead to negative mood states, such as fear, worry, or sadness. However, not all persons living with or recovering from cancer, experience psychological distress, perhaps due to individual-level factors, such as social support. An available network of persons (e.g., friends, family) who can provide emotional (e.g., empathy), instrumental (e.g., health advice), or tangible (e.g., assistance with chores) support may lower levels of perceived stress and, in turn, may reduce the likelihood of experiencing psychological distress. Based on this, we examined the linkage between social support and symptoms of psychopathology, and the mediating role of perceived stress. At the bivariate level, we hypothesized that social support would be negatively related to stress and symptoms of depression and anxiety, and that stress would be positively related to both depressive and anxiety symptoms. At the multivariate level, we hypothesized that stress would mediate the relations between social support and symptoms of anxiety and depression, such that higher levels of social support would be associated with lower levels of perceived stress and, in turn, to fewer symptoms of depression and anxiety. Our sample of persons living with, or in remission from, cancer (N = 236) was primarily White (91.5%; n = 216) and female (64.4%; n = 152). Participants completed self-report measures including the Modified Social Support Survey, Perceived Stress Scale, and Multidimensional Health Profile – Psychosocial Functioning. Bivariate correlations and multivariate analyses, per Hayes (2013), were conducted covarying age, sex, and ethnicity. In bivariate correlations, all variables were significantly related to one another in the hypothesized directions (p < .01). In serial mediation analyses, the total effect of social support on depressive symptoms was significant (t = -5.22, p < .001), and the direct effect was nonsignificant when stress was added to the model (t = -1.72, p = .09), indicating mediation. In the second model, stress also mediated the relation between social support and anxiety symptoms; the total effect was significant (t = -4.56, p < .001), and the direct effect was nonsignificant (t = -1.73, p = .09). Supporting hypotheses, our results suggest that to the extent one has available social support, illness-related stress may be lessened and, in turn, cancer-affected persons may experience fewer symptoms of depression and anxiety. Therapeutic interventions focused on enhancing one’s social support network (e.g., cancer support groups) or lowering perceived stress (e.g., Mindfulness Based Stress Reduction) may reduce experiences of psychological distress among persons living with, or in remission from, cancer.

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Wong, Jamie Lynne. « Social Support as a Mediator Between Attachment and Relapse in women ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1870.

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Prescription pain medication abuse is a developing social problem in the United States. This quantitative study, grounded in attachment theory, examined relationships between attachment, perceived social support, and relapse. It was hypothesized that significant relationships existed between (a) attachment dimensions and relapse and (b) perceived social support and relapse. A further hypothesis was that perceived social support was a mediator in the relationship between attachment and relapse. Participants were 69 adult females, each of whom completed a demographic questionnaire; the Advanced Warning of Relapse (AWARE) Questionnaire; the Experiences in Close Relationships, Revised (ECR-R); and the Personal Resource Questionnaire (PRQ). A multiple linear regression was conducted to determine relationships between attachment and perceived social support on relapse. A mediation analysis was conducted to determine whether perceived social support was a mediator between attachment and relapse. Results identified that women with anxious styles of attachment have higher relapse potential and that women with higher levels of perceived social support appeared to have decreased attachment anxiety. Results indicated that women with increased attachment anxiety who also reported higher levels of perceived social support showed a reduced potential to relapse. This research contributes to positive social change by confirming the importance for health professionals to incorporate both attachment theory and the role of social support into treatment modalities to prevent relapse and to increase public awareness about these psychological factors of prescription pain medication addiction.

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Ducksworth, Letatia Bright. « Supporting Computer-Mediated Collaboration through User Customized Agents ». Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3055/.

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This research investigated a neglected problem - interruption of groups by agent advisory systems. The question was whether interruption by the agent advisory system was beneficial. A survey of literature in four areas is included in this dissertation. The areas surveyed were Agents, Online Help, Computer Supported Cooperative Work(CSCW) and Awareness in CSCW. Based on the review, a human subject experiment was conducted. The study investigated whether the style of agent advisory interface improved the performance of group members. There were three sets of groups, a control set that did not have advisory agents, a set that had system provided advisory agents and a set that had group customized advisory agents. The groups worked together using a CSCW application developed with GroupKit, a CSCW toolkit. The groups with group customized advisory agents used an Agent Manager application to define advisory agents that would give them advice as they worked in the CSCW application. The findings showed that the type of advisory agents did not significantly influence the performance of the groups. The groups with customized agents performed slightly better than the other groups but the difference was not statistically significant. When notified that advice was issued, groups with customized agents and groups with provided agents seldom accessed the agent's advice. General design guidelines for agent interruption have not been solved. Future work is needed to finish the job. The definitive solution may be some mixture of the three known individual design solutions.

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Xia, Xuanshu, et 夏轩庶. « Development of phosphorus-mediated reactions in organic synthesis / y Xia Xuanshu, B. Sc., Sun Yat-sen U ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209480.

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Polymer-supported catalysts and reagents have been widely used in organic chemistry because they could facilitate the purification procedures and usually be recycled. Much research has been directed to polymer-supported catalysts and reagents, mainly focusing on these aspects, such as new polymer support, new application in organic chemistry, different modifications and so on. Many polymer-supported phosphine reagents have been developed for Wittig reaction. However, most of them suffer from swelling issue or low loading. A new polyethlyeneimine-supported triphenylphosphine has been synthesized and used as a highly loaded bifunctional homogeneous reagent in a range of one-pot Wittig reactions. All the substrates afforded desired products in high yields after only simple purification procedures. Furthermore, it also served efficiently in reaction cascades involving a one-pot Wittig reaction followed by conjugate reduction of alkene products. In these transformations the phosphine oxide generated in Wittig reaction served as the catalyst for activating trichlorosilane in the subsequent reduction reaction. Triphenylphosphine oxide is always considered as a byproduct of Wittig and Mitsunobu reactions which complicates the purification procedures. One option to utilize it is its application in halogenation reaction with oxalyl halide. Heterogeneous polymer-supported triphenylphosphine oxides based on the rasta resin architecture have been synthesized, and applied as reagent precursors in a wide range of halogenation reactions. The rasta resin-triphenylphosphine oxides reacted with either oxalyl chloride or oxalyl bromide to form the corresponding halophosphonium salts, and these in turn reacted with alcohols, aldehydes, aziridines and epoxides to form halogenated products in high yields after simple purification. The polymer-supported triphenylphosphine oxides formed as a byproduct during these reactions could be recovered and reused numerous times with no appreciable decrease in reactivity. Another option is to use triphenylphosphine oxide as catalyst in organic synthesis. A highly regioselective 1,4-reduction of conjugated polyunsaturated ketones catalyzed by triphenylphosphine oxide is described. In the presence of triphenylphosphine oxide, conjugated di-, tri-, and tetraenones were selectively α,β-reduced using trichlorosilane without over reduction or isomerization, and all the substrates rendered desired products in high yields. Furthermore, 1,4-reduction products were successfully obtained in sequential one-pot Wittig/conjugate reduction reaction, triphenylphosphine oxide generated in Wittig reaction served as the catalyst for reduction reaction. In addition, natural moth pheromones and their analogues were synthesized in high yields using this method. Finally, the synthesis of γ-sanshool and hydroxy-γ-sanshool is depicted. The synthetic route started from simple and commercially available building blocks using an alkyne for E,E-2,4-diene group of the key synthetic intermediate 2E,4E,8Z,10E,12E-tetradecapentaenoic acid, which in turn was converted into both γ-sanshool and hydroxy-γ-sanshool by reaction with the appropriate amines.
published_or_final_version
Chemistry
Doctoral
Doctor of Philosophy

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Atkins, Anthony B. « Mixed Media Richness and Computer-Mediated Communications ». Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/31794.

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Mixed richness communications occur when a participant in a conversation receives a different media or combination of media than they transmit. Mixed richness communications occur in the workplace when technical, physiological or practical limitations prevent the use of the same media on both ends of a conversation. Prior research in CMC has focused on same-richness communications, and the design guidelines that are available for same-richness communications may not be applicable to mixed-richness communications. This study attempts to establish a basis for understanding mixed-richness communications by evaluating same-richness communications using concepts and measures previously applied to mixed-richness communications.

Media Richness Theory (Daft & Lengel, 1984, 1986) defines the richness of a communication medium in terms of its ability to reduce uncertainty and equivocality. According to Daft and Lengelâ s task-media fit hypothesis, communications are most effective and satisfying when the media richness matches the level of uncertainty and equivocality in a task.

Social presence is the perceived ability of a medium to transmit the social cues that lead to a sense that the medium is â warm, personal, sensitive, and sociableâ (Short, Williams, & Christie, 1976). Social presence has been suggested to be a predictor of user satisfaction for computer-mediated communications (CMC), and has been used as measure of media richness in previous studies (Rice, 1993; Yoo & Alavi, 2001).

This study examined the effects of communication medium and task equivocality on task performance, communication effectiveness and sense of social presence. Pairs of participants were required to complete high and low equivocality collaborative tasks while communicating with each other using CMC. The communication media varied between participants. During some sessions, participants received and transmitted the same media (video-only or text-only). In other cases, participants transmitted text and received video or vice-versa.

From the recorded transcripts of each user session was extracted task performance in terms of task time-to-complete and communication effectiveness in terms of the frequency of communication breakdowns. Based on the task-media fit hypothesis, it was expected that task performance and communication effectiveness would be affected by the interaction between communication medium and task equivocality. For the most part, task-media fitness was not confirmed. Only one of the four hypotheses supporting task-media fitness was confirmed for time-to-complete, and none of the four hypotheses supporting task-media-fitness was confirmed for communication breakdown frequency. In the overall analysis of time to complete, Medium was found to have had a significant effect. Sending and receiving text was significantly slower than all other tested media. Sending and receiving video was significantly faster than all other tested media combinations.

After completing each task, participants completed a short questionnaire designed to measure the sense of social presence using the original scales developed by Short and Christie. The sense of social presence reported in video communications was significantly higher for all scales than the sense of social presence reported in mixed-richness environments. The sense of social presence reported in text communications was only significantly lower than mixed-richness environments for one scale, with no significant difference for all other scales.
Master of Science

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Taylor, Jacqueline Ann. « Electronic mail, communication and social identity : a social psychological analysis of computer-mediated interactions ». Thesis, University of Portsmouth, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282542.

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The aims of the research are to study the effects of computer-mediated communication (CMC) on individual communication processes and group interaction under realistic conditions. This contrasts with previous research which has been conducted using inexperienced users in artificial situations. A study investigated communication issues in an organisation where a new electronic mail (e-mail) system had been implemented. Data regarding usage patterns and subjective evaluations of e-mail showed that usability of the system was not critical, but communication and social interaction were important issues not considered during implementation. In particular, the linking of groups within the organisation had been ignored. The second and third studies investigated the way that e-mail impacts on group interaction. Research on the effects of CMC on group processes has produced a number of contradictory findings and it has been proposed that differences in the e-mail context may be responsible for these findings. Based on social identity theory and the concept of de-individuation, it was hypothesised that the identifiability of users and the strength of group identity would be important factors. It was predicted that there would be less adherence to group norms in individuated groups, in terms of: more uninhibited communication (flaming), less group cohesion and less group polarisation. Study 2 compared subjects before and after discussion, whereas study 3 focused on the dynamic nature of communication and experience, using repeated assessment. The provision of extra identifying information was associated with increases in communication activity, self-disclosure and flaming, while limiting the amount of identifying information resulted in more balanced participation. Personal identifiability did not significantly affect the way users perceived themselves, but did affect the way they perceived other group members: there was more perceived group cohesion in groups which received extra identifying information. There was no significant support for the group polarisation phenomenon. There were very few significant effects. of group identity. The research findings are discussed in relation to social psychological theory, previous CMC research and theories of group development. Methodological issues and the practical implications of varying levels of identifiability are also considered. Recommendations are made for future research. One particular issue that needs addressing concerns whether 'flaming' is properly conceptualised as normative or antinormative behaviour.

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Burke, Moira. « Reading, Writing, Relationships : The Impact of Social Network Sites on Relationships and Well-Being ». Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/185.

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The social web has emerged concurrent with a decline in Americans' community involvement and number of close friendships. Hundreds of millions of people connect online, but they appear to have fewer confidants and trust each other less. However, contrasting research finds that web users have better social integration and stronger relationships than their offline counterparts. This thesis resolves these contradictory views through a detailed examination of social network site (SNS) use and changes in relationships and individual well-being. The research is conducted at multiple levels looking at how different types of SNS use—direct interaction with others and more “passive consumption” of social news—influence the number and quality of individuals’ social ties and their aggregate social capital and well-being, including perceived social support, happiness, and physical health. The studies combine objective measures of SNS use (communication activity from the server logs of a popular social networking site) with self-reports of tie strength and well-being to accurately differentiate types of use with different partners. Longitudinal methods reveal how well-being changes over time with SNS use and are moderated by personal characteristics such as social communication skill and recent job loss.

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Bandy, Kenneth E. « Computer Supported Collaboration : Is the Transfer of Cognitive Structures Mediated by Mode of Communication ? » Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3162/.

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The objective of this study was to observe evidence of structural transfer among subjects in a group problem-solving activity and determine whether mode of collaborative technology or use of a priming agent affected the nature of transferred structures. Evidence for structural transfer is found in three theoretical perspectives: organizational ditransitive (linguistic) verb structures, adaptive structuration theory, and mental model transfer theory. Dependent variables included various grammatical structures and coefficients derived from pretest and posttest scores on David Kolb's Learning Styles Inventory, modified for the experiment. The combination of changes in grammatical frequencies and learning style may suggest that one or more media or the priming agent may affect structural transfer. Results indicate that groups using the GroupSystems collaborative technology produced less overall linguistic content than did subjects using a generic chat system, but employed more complex language as indicated by frequency of the organizational ditransitive verb structure. Also, subjects supplied with an organization chart (priming agent) during the group problem-solving session experienced greater change on the learning styles inventory than did those participating in the session without the chart. These findings suggest that mode of communication and use of priming agents may contribute positively or negatively to the transfer of structures among group members. Researchers, collaborative system designers, organizational leaders, trainers & educators, and frequent collaborative technology system end-users should be aware of these potential affects. Suggestions for future research are provided. Relationship of theoretical foundations of structural transfer to constructivism is discussed.

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