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Sample records for face-to-face interaction networks

  1. Modeling Human Dynamics of Face-to-Face Interaction Networks

    NASA Astrophysics Data System (ADS)

    Starnini, Michele; Baronchelli, Andrea; Pastor-Satorras, Romualdo

    2013-04-01

    Face-to-face interaction networks describe social interactions in human gatherings, and are the substrate for processes such as epidemic spreading and gossip propagation. The bursty nature of human behavior characterizes many aspects of empirical data, such as the distribution of conversation lengths, of conversations per person, or of interconversation times. Despite several recent attempts, a general theoretical understanding of the global picture emerging from data is still lacking. Here we present a simple model that reproduces quantitatively most of the relevant features of empirical face-to-face interaction networks. The model describes agents that perform a random walk in a two-dimensional space and are characterized by an attractiveness whose effect is to slow down the motion of people around them. The proposed framework sheds light on the dynamics of human interactions and can improve the modeling of dynamical processes taking place on the ensuing dynamical social networks.

  2. Empirical temporal networks of face-to-face human interactions

    NASA Astrophysics Data System (ADS)

    Barrat, A.; Cattuto, C.; Colizza, V.; Gesualdo, F.; Isella, L.; Pandolfi, E.; Pinton, J.-F.; Ravà, L.; Rizzo, C.; Romano, M.; Stehlé, J.; Tozzi, A. E.; Van den Broeck, W.

    2013-09-01

    The ever increasing adoption of mobile technologies and ubiquitous services allows to sense human behavior at unprecedented level of details and scale. Wearable sensors, in particular, open up a new window on human mobility and proximity in a variety of indoor environments. Here we review stylized facts on the structural and dynamical properties of empirical networks of human face-to-face proximity, measured in three different real-world contexts: an academic conference, a hospital ward, and a museum exhibition. First, we discuss the structure of the aggregated contact networks, that project out the detailed ordering of contact events while preserving temporal heterogeneities in their weights. We show that the structural properties of aggregated networks highlight important differences and unexpected similarities across contexts, and discuss the additional complexity that arises from attributes that are typically associated with nodes in real-world interaction networks, such as role classes in hospitals. We then consider the empirical data at the finest level of detail, i.e., we consider time-dependent networks of face-to-face proximity between individuals. To gain insights on the effects that causal constraints have on spreading processes, we simulate the dynamics of a simple susceptible-infected model over the empirical time-resolved contact data. We show that the spreading pathways for the epidemic process are strongly affected by the temporal structure of the network data, and that the mere knowledge of static aggregated networks leads to erroneous conclusions about the transmission paths on the corresponding dynamical networks.

  3. Temporal Networks of Face-to-Face Human Interactions

    NASA Astrophysics Data System (ADS)

    Barrat, Alain; Cattuto, Ciro

    The ever increasing adoption of mobile technologies and ubiquitous services allows to sense human behavior at unprecedented levels of details and scale. Wearable sensors are opening up a new window on human mobility and proximity at the finest resolution of face-to-face proximity. As a consequence, empirical data describing social and behavioral networks are acquiring a longitudinal dimension that brings forth new challenges for analysis and modeling. Here we review recent work on the representation and analysis of temporal networks of face-to-face human proximity, based on large-scale datasets collected in the context of the SocioPatterns collaboration. We show that the raw behavioral data can be studied at various levels of coarse-graining, which turn out to be complementary to one another, with each level exposing different features of the underlying system. We briefly review a generative model of temporal contact networks that reproduces some statistical observables. Then, we shift our focus from surface statistical features to dynamical processes on empirical temporal networks. We discuss how simple dynamical processes can be used as probes to expose important features of the interaction patterns, such as burstiness and causal constraints. We show that simulating dynamical processes on empirical temporal networks can unveil differences between datasets that would otherwise look statistically similar. Moreover, we argue that, due to the temporal heterogeneity of human dynamics, in order to investigate the temporal properties of spreading processes it may be necessary to abandon the notion of wall-clock time in favour of an intrinsic notion of time for each individual node, defined in terms of its activity level. We conclude highlighting several open research questions raised by the nature of the data at hand.

  4. Facebook and MySpace: complement or substitute for face-to-face interaction?

    PubMed

    Kujath, Carlyne L

    2011-01-01

    Previous studies have claimed that social-networking sites are used as a substitute for face-to-face interaction, resulting in deteriorating relationship quality and decreased intimacy among its users. The present study hypothesized that this type of communication is not a substitute for face-to-face interaction; rather, that it is an extension of communication with face-to-face partners. A survey was administered to examine the use of Facebook and MySpace in this regard among 183 college students. The study confirmed that Facebook and MySpace do act as an extension of face-to-face interaction, but that some users do tend to rely on Facebook and MySpace for interpersonal communication more than face-to-face interaction. PMID:21329446

  5. Effectiveness of Link Prediction for Face-to-Face Behavioral Networks

    PubMed Central

    Tsugawa, Sho; Ohsaki, Hiroyuki

    2013-01-01

    Research on link prediction for social networks has been actively pursued. In link prediction for a given social network obtained from time-windowed observation, new link formation in the network is predicted from the topology of the obtained network. In contrast, recent advances in sensing technology have made it possible to obtain face-to-face behavioral networks, which are social networks representing face-to-face interactions among people. However, the effectiveness of link prediction techniques for face-to-face behavioral networks has not yet been explored in depth. To clarify this point, here we investigate the accuracy of conventional link prediction techniques for networks obtained from the history of face-to-face interactions among participants at an academic conference. Our findings were (1) that conventional link prediction techniques predict new link formation with a precision of 0.30–0.45 and a recall of 0.10–0.20, (2) that prolonged observation of social networks often degrades the prediction accuracy, (3) that the proposed decaying weight method leads to higher prediction accuracy than can be achieved by observing all records of communication and simply using them unmodified, and (4) that the prediction accuracy for face-to-face behavioral networks is relatively high compared to that for non-social networks, but not as high as for other types of social networks. PMID:24339956

  6. The Development of Infant Social Expectations in Face-to-Face Interaction: A Longitudinal Study.

    ERIC Educational Resources Information Center

    Lamb, Michael E.; And Others

    1987-01-01

    Thirty first-born infants were filmed in face-to-face interaction with their mothers and unfamiliar adults each month between 1 and 7 months of age. Adults interacted both playfully and unresponsively. Developmental trends, differential responsiveness to mothers and strangers, and social expectations in face-to-face interaction were explored.…

  7. Neonatal face-to-face interactions promote later social behaviour in infant rhesus monkeys

    PubMed Central

    Dettmer, Amanda M.; Kaburu, Stefano S. K.; Simpson, Elizabeth A.; Paukner, Annika; Sclafani, Valentina; Byers, Kristen L.; Murphy, Ashley M.; Miller, Michelle; Marquez, Neal; Miller, Grace M.; Suomi, Stephen J.; Ferrari, Pier F.

    2016-01-01

    In primates, including humans, mothers engage in face-to-face interactions with their infants, with frequencies varying both within and across species. However, the impact of this variation in face-to-face interactions on infant social development is unclear. Here we report that infant monkeys (Macaca mulatta) who engaged in more neonatal face-to-face interactions with mothers have increased social interactions at 2 and 5 months. In a controlled experiment, we show that this effect is not due to physical contact alone: monkeys randomly assigned to receive additional neonatal face-to-face interactions (mutual gaze and intermittent lip-smacking) with human caregivers display increased social interest at 2 months, compared with monkeys who received only additional handling. These studies suggest that face-to-face interactions from birth promote young primate social interest and competency. PMID:27300086

  8. Neonatal face-to-face interactions promote later social behaviour in infant rhesus monkeys.

    PubMed

    Dettmer, Amanda M; Kaburu, Stefano S K; Simpson, Elizabeth A; Paukner, Annika; Sclafani, Valentina; Byers, Kristen L; Murphy, Ashley M; Miller, Michelle; Marquez, Neal; Miller, Grace M; Suomi, Stephen J; Ferrari, Pier F

    2016-01-01

    In primates, including humans, mothers engage in face-to-face interactions with their infants, with frequencies varying both within and across species. However, the impact of this variation in face-to-face interactions on infant social development is unclear. Here we report that infant monkeys (Macaca mulatta) who engaged in more neonatal face-to-face interactions with mothers have increased social interactions at 2 and 5 months. In a controlled experiment, we show that this effect is not due to physical contact alone: monkeys randomly assigned to receive additional neonatal face-to-face interactions (mutual gaze and intermittent lip-smacking) with human caregivers display increased social interest at 2 months, compared with monkeys who received only additional handling. These studies suggest that face-to-face interactions from birth promote young primate social interest and competency. PMID:27300086

  9. A Comparison of Face-to-Face and Electronic Peer-Mentoring: Interactions with Mentor Gender

    ERIC Educational Resources Information Center

    Smith-Jentsch, Kimberly A.; Scielzo, Shannon A.; Yarbrough, Charyl S.; Rosopa, Patrick J.

    2008-01-01

    The present study compared the relative impact of peer-mentoring that took place either face-to-face or through electronic chat. Proteges were 106 college freshmen randomly assigned to a senior college student mentor and to one of the two communication modes. Fifty-one mentors interacted with one of these proteges face-to-face and one solely…

  10. Face to Face. Knowsley Counselling and Guidance Network.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    A project was established in the Metropolitan Borough of Knowsley, England, to test the concept of the networking of guidance agencies to serve young people in the transition from school to work. During the first of four phases of the project, tangible evidence of the network appeared in the form of a conference and a benefits booklet. During the…

  11. Modelling temporal networks of human face-to-face contacts with public activity and individual reachability

    NASA Astrophysics Data System (ADS)

    Zhang, Yi-Qing; Cui, Jing; Zhang, Shu-Min; Zhang, Qi; Li, Xiang

    2016-02-01

    Modelling temporal networks of human face-to-face contacts is vital both for understanding the spread of airborne pathogens and word-of-mouth spreading of information. Although many efforts have been devoted to model these temporal networks, there are still two important social features, public activity and individual reachability, have been ignored in these models. Here we present a simple model that captures these two features and other typical properties of empirical face-to-face contact networks. The model describes agents which are characterized by an attractiveness to slow down the motion of nearby people, have event-triggered active probability and perform an activity-dependent biased random walk in a square box with periodic boundary. The model quantitatively reproduces two empirical temporal networks of human face-to-face contacts which are testified by their network properties and the epidemic spread dynamics on them.

  12. Informal Face-to-Face Interaction Improves Mood State Reflected in Prefrontal Cortex Activity

    PubMed Central

    Watanabe, Jun-ichiro; Atsumori, Hirokazu; Kiguchi, Masashi

    2016-01-01

    Recent progress with wearable sensors has enabled researchers to capture face-to-face interactions quantitatively and given great insight into human dynamics. One attractive field for applying such sensors is the workplace, where the relationship between the face-to-face behaviors of employees and the productivity of the organization has been investigated. One interesting result of previous studies showed that informal face-to-face interaction among employees, captured by wearable sensors that the employees wore, significantly affects their performance. However, the mechanism behind this relationship has not yet been adequately explained, though experiences at the job scene might qualitatively support the finding. We hypothesized that informal face-to-face interaction improves mood state, which in turn affects the task performance. To test this hypothesis, we evaluated the change of mood state before and after break time for two groups of participants, one that spent their breaks alone and one that spent them with other participants, by administering questionnaires and taking brain activity measurements. Recent neuroimaging studies have suggested a significant relationship between mood state and brain activity. Here, we show that face-to-face interaction during breaks significantly improved mood state, which was measured by Profiles of Mood States (POMS). We also observed that the verbal working memory (WM) task performance of participants who did not have face-to-face interaction during breaks decreased significantly. In this paper, we discuss how the change of mood state was evidenced in the prefrontal cortex (PFC) activity accompanied by WM tasks measured by near-infrared spectroscopy (NIRS). PMID:27199715

  13. Informal Face-to-Face Interaction Improves Mood State Reflected in Prefrontal Cortex Activity.

    PubMed

    Watanabe, Jun-Ichiro; Atsumori, Hirokazu; Kiguchi, Masashi

    2016-01-01

    Recent progress with wearable sensors has enabled researchers to capture face-to-face interactions quantitatively and given great insight into human dynamics. One attractive field for applying such sensors is the workplace, where the relationship between the face-to-face behaviors of employees and the productivity of the organization has been investigated. One interesting result of previous studies showed that informal face-to-face interaction among employees, captured by wearable sensors that the employees wore, significantly affects their performance. However, the mechanism behind this relationship has not yet been adequately explained, though experiences at the job scene might qualitatively support the finding. We hypothesized that informal face-to-face interaction improves mood state, which in turn affects the task performance. To test this hypothesis, we evaluated the change of mood state before and after break time for two groups of participants, one that spent their breaks alone and one that spent them with other participants, by administering questionnaires and taking brain activity measurements. Recent neuroimaging studies have suggested a significant relationship between mood state and brain activity. Here, we show that face-to-face interaction during breaks significantly improved mood state, which was measured by Profiles of Mood States (POMS). We also observed that the verbal working memory (WM) task performance of participants who did not have face-to-face interaction during breaks decreased significantly. In this paper, we discuss how the change of mood state was evidenced in the prefrontal cortex (PFC) activity accompanied by WM tasks measured by near-infrared spectroscopy (NIRS). PMID:27199715

  14. Learning, Interactional, and Motivational Outcomes in One-to-One Synchronous Computer-Mediated versus Face-to-Face Tutoring

    ERIC Educational Resources Information Center

    Siler, Stephanie Ann; VanLehn, Kurt

    2009-01-01

    Face-to-face (FTF) human-human tutoring has ranked among the most effective forms of instruction. However, because computer-mediated (CM) tutoring is becoming increasingly common, it is instructive to evaluate its effectiveness relative to face-to-face tutoring. Does the lack of spoken, face-to-face interaction affect learning gains and…

  15. Internet Communication versus Face-to-Face Interaction in Quality of Life

    ERIC Educational Resources Information Center

    Lee, Paul S. N.; Leung, Louis; Lo, Venhwei; Xiong, Chengyu; Wu, Tingjun

    2011-01-01

    This study seeks to understand the role of the Internet in quality of life (QoL). Specifically, it examines the question of whether Internet communication serves, like face-to-face interactions, to enhance quality of life. It is hypothesized that the use of the Internet for interpersonal communication can improve quality of life among Internet…

  16. Discourse Management Strategies in Face-to-Face and Computer-Mediated Decision Making Interactions.

    ERIC Educational Resources Information Center

    Condon, Sherri L.; Cech, Claude G.

    1996-01-01

    Compares discourse management strategies in face-to-face and computer-mediated interactions involving four decision-making tasks. Examines these issues in qualitative and quantitative analyses of data using an utterance-unit coding system to identify discourse functions. Finds that participants compensate for decreased efficiency by adopting…

  17. Learning Opportunities in Synchronous Computer-Mediated Communication and Face-to-Face Interaction

    ERIC Educational Resources Information Center

    Kim, Hye Yeong

    2014-01-01

    This study investigated how synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction influence the way in which learners collaborate in language learning and how they solve their communicative problems. The findings suggest that output modality may affect how learners produce language, attend to linguistic forms,…

  18. Nonverbal behavior during face-to-face social interaction in schizophrenia: a review.

    PubMed

    Lavelle, Mary; Healey, Patrick G T; McCabe, Rosemarie

    2014-01-01

    Patients with a diagnosis of schizophrenia display social cognitive deficits. However, little is known about patients' nonverbal communication during their social encounters with others. This review identified 17 studies investigating nonverbal communication in patients' unscripted face-to-face interactions, addressing a) nonverbal differences between patients and others, b) nonverbal behavior of the patients' partners, c) the association between nonverbal behavior and symptoms, and d) the association between nonverbal behavior and social outcomes. Patients displayed fewer nonverbal behaviors inviting interaction, with negative symptoms exacerbating this pattern. Positive symptoms were associated with heightened nonverbal behavior. Patients' partners changed their own nonverbal behavior in response to the patient. Reduced prosocial behaviors, inviting interaction, were associated with poorer social outcomes. The evidence suggests that patients' nonverbal behavior, during face-to-face interaction, is influenced by patients symptoms and impacts the success of their social interactions. PMID:24375212

  19. Exploring Relationship between Face-to-Face Interaction and Team Performance Using Wearable Sensor Badges

    PubMed Central

    Watanabe, Jun-ichiro; Ishibashi, Nozomu; Yano, Kazuo

    2014-01-01

    Quantitative analyses of human-generated data collected in various fields have uncovered many patterns of complex human behaviors. However, thus far the quantitative evaluation of the relationship between the physical behaviors of employees and their performance has been inadequate. Here, we present findings demonstrating the significant relationship between the physical behaviors of employees and their performance via experiments we conducted in inbound call centers while the employees wore sensor badges. There were two main findings. First, we found that face-to-face interaction among telecommunicators and the frequency of their bodily movements caused by the face-to-face interaction had a significant correlation with the entire call center performance, which we measured as “Calls per Hour.” Second, our trial to activate face-to-face interaction on the basis of data collected by the wearable sensor badges the employees wore significantly increased their performance. These results demonstrate quantitatively that human-human interaction in the physical world plays an important role in team performance. PMID:25501748

  20. What's in a crowd? Analysis of face-to-face behavioral networks.

    PubMed

    Isella, Lorenzo; Stehlé, Juliette; Barrat, Alain; Cattuto, Ciro; Pinton, Jean-François; Van den Broeck, Wouter

    2011-02-21

    The availability of new data sources on human mobility is opening new avenues for investigating the interplay of social networks, human mobility and dynamical processes such as epidemic spreading. Here we analyze data on the time-resolved face-to-face proximity of individuals in large-scale real-world scenarios. We compare two settings with very different properties, a scientific conference and a long-running museum exhibition. We track the behavioral networks of face-to-face proximity, and characterize them from both a static and a dynamic point of view, exposing differences and similarities. We use our data to investigate the dynamics of a susceptible-infected model for epidemic spreading that unfolds on the dynamical networks of human proximity. The spreading patterns are markedly different for the conference and the museum case, and they are strongly impacted by the causal structure of the network data. A deeper study of the spreading paths shows that the mere knowledge of static aggregated networks would lead to erroneous conclusions about the transmission paths on the dynamical networks. PMID:21130777

  1. The Collaborative Language Learning Attributes of Cyber Face-to-Face Interaction: The Perspectives of the Learner

    ERIC Educational Resources Information Center

    Wang, Yuping; Chen, Nian-Shing

    2012-01-01

    This article examines the degrees of collaborative language learning that were supported in cyber face-to-face interaction. The concept of "cyber face-to-face" is used here to encapsulate the kind of environment in which a combination of real-time oral/aural, visual, and text-based interaction happens simultaneously via the various features in an…

  2. Experimental comparisons of face-to-face and anonymous real-time team competition in a networked gaming learning environment.

    PubMed

    Yu, Fu-Yun; Han, Chialing; Chan, Tak-Wai

    2008-08-01

    This study investigates the impact of anonymous, computerized, synchronized team competition on students' motivation, satisfaction, and interpersonal relationships. Sixty-eight fourth-graders participated in this study. A synchronous gaming learning system was developed to have dyads compete against each other in answering multiple-choice questions set in accordance with the school curriculum in two conditions (face-to-face and anonymous). The results showed that students who were exposed to the anonymous team competition condition responded significantly more positively than those in the face-to-face condition in terms of motivation and satisfaction at the 0.050 and 0.056 levels respectively. Although further studies regarding the effects of anonymous interaction in a networked gaming learning environment are imperative, the positive effects detected in this preliminary study indicate that anonymity is a viable feature for mitigating the negative effects that competition may inflict on motivation and satisfaction as reported in traditional face-to-face environments. PMID:18721101

  3. Activating social strategies: Face-to-face interaction in technology-mediated citizen science.

    PubMed

    Cappa, Francesco; Laut, Jeffrey; Nov, Oded; Giustiniano, Luca; Porfiri, Maurizio

    2016-11-01

    The use of crowds in research activities by public and private organizations is growing under different forms. Citizen science is a popular means of engaging the general public in research activities led by professional scientists. By involving a large number of amateur scientists, citizen science enables distributed data collection and analysis on a scale that would be otherwise difficult and costly to achieve. While advancements in information technology in the past few decades have fostered the growth of citizen science through online participation, several projects continue to fail due to limited participation. Such web-based projects may isolate the citizen scientists from the researchers. By adopting the perspective of social strategy, we investigate within a measure-manipulate-measure experiment if motivations to participate in a citizen science project can be positively influenced by a face-to-face interaction with the scientists leading the project. Such an interaction provides the participants with the possibility of asking questions on the spot and obtaining a detailed explanation of the citizen science project, its scientific merit, and environmental relevance. Social and cultural factors that moderate the effect brought about by face-to-face interactions on the motivations are also dissected and analyzed. Our findings provide an exploratory insight into a means for motivating crowds to participate in online environmental monitoring projects, also offering possible selection criteria of target audience. PMID:27498272

  4. Learning of Argumentation Skills in Networked and Face-to-Face Environments.

    ERIC Educational Resources Information Center

    Marttunen, Miika; Laurinen, Leena

    2001-01-01

    In a teaching experiment, 16 face-to-face and 11 e-mail Finnish university students studied academic debating in an argumentation course. Results indicated the e-mail students learned to identify and choose relevant grounds, while face-to-face students improved in putting forward counter-argumentation. The study suggests that argumentation skills…

  5. Investigating Face-to-Face Peer Interaction Patterns in a Collaborative Web Discovery Task: The Bene?ts of a Shared Display

    ERIC Educational Resources Information Center

    Chung, C-W.; Lee, C-C.; Liu, C-C.

    2013-01-01

    Mobile computers are now increasingly applied to facilitate face-to-face collaborative learning. However, the factors affecting face-to-face peer interactions are complex as they involve rich communication media. In particular, non-verbal interactions are necessary to convey critical communication messages in face-to-face communication. Through…

  6. Analyzing Interactions by an IIS-Map-Based Method in Face-to-Face Collaborative Learning: An Empirical Study

    ERIC Educational Resources Information Center

    Zheng, Lanqin; Yang, Kaicheng; Huang, Ronghuai

    2012-01-01

    This study proposes a new method named the IIS-map-based method for analyzing interactions in face-to-face collaborative learning settings. This analysis method is conducted in three steps: firstly, drawing an initial IIS-map according to collaborative tasks; secondly, coding and segmenting information flows into information items of IIS; thirdly,…

  7. Are Max-Specified Infant Facial Expressions during Face-to-Face Interaction Consistent with Differential Emotions Theory?

    ERIC Educational Resources Information Center

    Matias, Reinaldo; Cohn, Jeffrey F.

    1993-01-01

    Examined infant facial expressions at two, four, and six months of age during face-to-face play and a still-face interaction with their mothers. Contrary to differential emotions theory, at no age did proportions or durations of discrete and blended negative expressions differ; they also showed different patterns of developmental change. (MM)

  8. The Nature of Negotiations in Face-to-Face versus Computer-Mediated Communication in Pair Interactions

    ERIC Educational Resources Information Center

    Rouhshad, Amir; Wigglesworth, Gillian; Storch, Neomy

    2016-01-01

    The Interaction Approach argues that negotiation for meaning and form is conducive to second language development. To date, most of the research on negotiations has been either in face-to-face (FTF) or text-based synchronous computer-mediated communication (SCMC) modes. Very few studies have compared the nature of negotiations across the modes.…

  9. Emmanuel Levinas & Paulo Freire: The Ethics of Responsibility for the Face-to-Face Interaction in the Virtual World

    ERIC Educational Resources Information Center

    Gomez, Margarita Victoria

    2009-01-01

    The objective of this work is a reflection on the ethics of education on the net as a contribution to the face-to-face interaction in the virtual world. We think the ethics is a result of a process of responsible interchange with others. Two important thinkers of the last few decades, Emmanuel Levinas e Paulo Freire contribute each one with one's…

  10. Mobilizing Homeless Youth for HIV Prevention: A Social Network Analysis of the Acceptability of a Face-to-Face and Online Social Networking Intervention

    ERIC Educational Resources Information Center

    Rice, Eric; Tulbert, Eve; Cederbaum, Julie; Adhikari, Anamika Barman; Milburn, Norweeta G.

    2012-01-01

    The objective of the study is to use social network analysis to examine the acceptability of a youth-led, hybrid face-to-face and online social networking HIV prevention program for homeless youth. Seven peer leaders (PLs) engaged face-to-face homeless youth (F2F) in the creation of digital media projects (e.g. You Tube videos). PL and F2F…

  11. Live face-to-face interaction during fMRI: a new tool for social cognitive neuroscience.

    PubMed

    Redcay, Elizabeth; Dodell-Feder, David; Pearrow, Mark J; Mavros, Penelope L; Kleiner, Mario; Gabrieli, John D E; Saxe, Rebecca

    2010-05-01

    Cooperative social interaction is critical for human social development and learning. Despite the importance of social interaction, previous neuroimaging studies lack two fundamental components of everyday face-to-face interactions: contingent responding and joint attention. In the current studies, functional MRI data were collected while participants interacted with a human experimenter face-to-face via live video feed as they engaged in simple cooperative games. In Experiment 1, participants engaged in a live interaction with the experimenter ("Live") or watched a video of the same interaction ("Recorded"). During the "Live" interaction, as compared to the Recorded conditions, greater activation was seen in brain regions involved in social cognition and reward, including the right temporoparietal junction (rTPJ), anterior cingulate cortex (ACC), right superior temporal sulcus (rSTS), ventral striatum, and amygdala. Experiment 2 isolated joint attention, a critical component of social interaction. Participants either followed the gaze of the live experimenter to a shared target of attention ("Joint Attention") or found the target of attention alone while the experimenter was visible but not sharing attention ("Solo Attention"). The right temporoparietal junction and right posterior STS were differentially recruited during Joint, as compared to Solo, attention. These findings suggest the rpSTS and rTPJ are key regions for both social interaction and joint attention. This method of allowing online, contingent social interactions in the scanner could open up new avenues of research in social cognitive neuroscience, both in typical and atypical populations. PMID:20096792

  12. Infant Touching Behaviour during Mother-Infant Face-to-Face Interactions

    ERIC Educational Resources Information Center

    Moszkowski, Robin J.; Stack, Dale M.

    2007-01-01

    The study of infant communication during mother-infant interactions has largely focused on infants' distal behaviours, while neglecting their more proximal behaviours, such as touch. Yet, touch is an important modality through which infants and mothers communicate; it is also a vital means through which infants self-regulate and explore their…

  13. Face-to-Face Interaction with Pedagogical Agents, Twenty Years Later

    ERIC Educational Resources Information Center

    Johnson, W. Lewis; Lester, James C.

    2016-01-01

    Johnson et al. ("International Journal of Artificial Intelligence in Education," 11, 47-78, 2000) introduced and surveyed a new paradigm for interactive learning environments: animated pedagogical agents. The article argued for combining animated interface agent technologies with intelligent learning environments, yielding intelligent…

  14. Source and destination memory in face-to-face interaction: A multinomial modeling approach.

    PubMed

    Fischer, Nele M; Schult, Janette C; Steffens, Melanie C

    2015-06-01

    Arguing that people are often in doubt concerning to whom they have presented what information, Gopie and MacLeod (2009) introduced a new memory component, destination memory: remembering the destination of output information (i.e., "Who did you tell this to?"). They investigated source (i.e., "Who told you that?") versus destination memory in computer-based imagined interactions. The present study investigated destination memory in real interaction situations. In 2 experiments with mixed-gender (N = 53) versus same-gender (N = 89) groups, source and destination memory were manipulated by creating a setup similar to speed dating. In dyads, participants completed phrase fragments with personal information, taking turns. At recognition, participants decided whether fragments were new or old and, if old, whether they were listened to or spoken and which depicted person was the source or the destination of the information. A multinomial model was used for analyses. Source memory significantly exceeded destination memory, whereas information itself was better remembered in the destination than in the source condition. These findings corroborate the trade-off hypothesis: Context is better remembered in input than in output events, but information itself is better remembered in output than in input events. We discuss the implications of these findings for real-world conversation situations. PMID:25893444

  15. Communication competence, social support, and depression among college students: a model of facebook and face-to-face support network influence.

    PubMed

    Wright, Kevin B; Rosenberg, Jenny; Egbert, Nicole; Ploeger, Nicole A; Bernard, Daniel R; King, Shawn

    2013-01-01

    This study examined the influence of the social networking site Facebook and face-to-face support networks on depression among (N = 361) college students. The authors used the Relational Health Communication Competence Model as a framework for examining the influence of communication competence on social support network satisfaction and depression. Moreover, they examined the influence of interpersonal and social integrative motives as exogenous variables. On the basis of previous work, the authors propose and test a theoretical model using structural equation modeling. The results indicated empirical support for the model, with interpersonal motives predicting increased face-to-face and computer-mediated competence, increased social support satisfaction with face-to-face and Facebook support, and lower depression scores. The implications of the findings for theory, key limitations, and directions for future research are discussed. PMID:23030518

  16. A truly human interface: interacting face-to-face with someone whose words are determined by a computer program

    PubMed Central

    Corti, Kevin; Gillespie, Alex

    2015-01-01

    We use speech shadowing to create situations wherein people converse in person with a human whose words are determined by a conversational agent computer program. Speech shadowing involves a person (the shadower) repeating vocal stimuli originating from a separate communication source in real-time. Humans shadowing for conversational agent sources (e.g., chat bots) become hybrid agents (“echoborgs”) capable of face-to-face interlocution. We report three studies that investigated people’s experiences interacting with echoborgs and the extent to which echoborgs pass as autonomous humans. First, participants in a Turing Test spoke with a chat bot via either a text interface or an echoborg. Human shadowing did not improve the chat bot’s chance of passing but did increase interrogators’ ratings of how human-like the chat bot seemed. In our second study, participants had to decide whether their interlocutor produced words generated by a chat bot or simply pretended to be one. Compared to those who engaged a text interface, participants who engaged an echoborg were more likely to perceive their interlocutor as pretending to be a chat bot. In our third study, participants were naïve to the fact that their interlocutor produced words generated by a chat bot. Unlike those who engaged a text interface, the vast majority of participants who engaged an echoborg did not sense a robotic interaction. These findings have implications for android science, the Turing Test paradigm, and human–computer interaction. The human body, as the delivery mechanism of communication, fundamentally alters the social psychological dynamics of interactions with machine intelligence. PMID:26042066

  17. Enhancing Discussions in the Asynchronous Online Classroom: The Lack of Face-to-Face Interaction Does Not Lessen the Lesson

    ERIC Educational Resources Information Center

    Comer, Debra R.; Lenaghan, Janet A.

    2013-01-01

    This article addresses educators' concerns about using asynchronous online discussions in lieu of face-to-face discussions. Drawing from research on asynchronous online education and Bloom's taxonomy, the authors introduce the system of "original examples" and "value-added comments" that they have developed to promote engaging and meaningful…

  18. Hard to "tune in": neural mechanisms of live face-to-face interaction with high-functioning autistic spectrum disorder.

    PubMed

    Tanabe, Hiroki C; Kosaka, Hirotaka; Saito, Daisuke N; Koike, Takahiko; Hayashi, Masamichi J; Izuma, Keise; Komeda, Hidetsugu; Ishitobi, Makoto; Omori, Masao; Munesue, Toshio; Okazawa, Hidehiko; Wada, Yuji; Sadato, Norihiro

    2012-01-01

    Persons with autism spectrum disorders (ASD) are known to have difficulty in eye contact (EC). This may make it difficult for their partners during face to face communication with them. To elucidate the neural substrates of live inter-subject interaction of ASD patients and normal subjects, we conducted hyper-scanning functional MRI with 21 subjects with autistic spectrum disorder (ASD) paired with typically-developed (normal) subjects, and with 19 pairs of normal subjects as a control. Baseline EC was maintained while subjects performed real-time joint-attention task. The task-related effects were modeled out, and inter-individual correlation analysis was performed on the residual time-course data. ASD-Normal pairs were less accurate at detecting gaze direction than Normal-Normal pairs. Performance was impaired both in ASD subjects and in their normal partners. The left occipital pole (OP) activation by gaze processing was reduced in ASD subjects, suggesting that deterioration of eye-cue detection in ASD is related to impairment of early visual processing of gaze. On the other hand, their normal partners showed greater activity in the bilateral occipital cortex and the right prefrontal area, indicating a compensatory workload. Inter-brain coherence in the right IFG that was observed in the Normal-Normal pairs (Saito et al., 2010) during EC diminished in ASD-Normal pairs. Intra-brain functional connectivity between the right IFG and right superior temporal sulcus (STS) in normal subjects paired with ASD subjects was reduced compared with in Normal-Normal pairs. This functional connectivity was positively correlated with performance of the normal partners on the eye-cue detection. Considering the integrative role of the right STS in gaze processing, inter-subject synchronization during EC may be a prerequisite for eye cue detection by the normal partner. PMID:23060772

  19. In-person contact begets calling and texting: interpersonal motives for cell phone use, face-to-face interaction, and loneliness.

    PubMed

    Jin, Borae; Park, Namkee

    2010-12-01

    This study examined how cell-phone use is related to interpersonal motives for using cell phones, face-to-face communication, and loneliness. A survey of 232 college students who owned a cell phone revealed that affection and inclusion were relatively strong motivations for using voice calls and text messaging, and that interpersonal motives were positively related to the amount of cell-phone use, including calling and texting. The amount of face-to-face interaction was positively associated with the participants' cell-phone use and their interpersonal motives for using cell phones: the more the participants engaged in face-to-face interaction with other people, the higher their motives were and the more frequent cell-phone use was. Loneliness did not have a direct relation to cell-phone use. Instead, the participants with higher levels of loneliness were less likely to engage in face-to-face social interaction, which led them to use cell phones less and to be less motivated to use cell phones for interpersonal purposes. PMID:21142985

  20. Mobilizing homeless youth for HIV prevention: a social network analysis of the acceptability of a face-to-face and online social networking intervention

    PubMed Central

    Rice, Eric; Tulbert, Eve; Cederbaum, Julie; Barman Adhikari, Anamika; Milburn, Norweeta G.

    2012-01-01

    The objective of the study is to use social network analysis to examine the acceptability of a youth-led, hybrid face-to-face and online social networking HIV prevention program for homeless youth.Seven peer leaders (PLs) engaged face-to-face homeless youth (F2F) in the creation of digital media projects (e.g. You Tube videos). PL and F2F recruited online youth (OY) to participate in MySpace and Facebook communities where digital media was disseminated and discussed. The resulting social networks were assessed with respect to size, growth, density, relative centrality of positions and homophily of ties. Seven PL, 53 F2F and 103 OY created two large networks. After the first 50 F2F youth participated, online networks entered a rapid growth phase. OY were among the most central youth in these networks. Younger aged persons and females were disproportionately connected to like youth. The program appears highly acceptable to homeless youth. Social network analysis revealed which PL were the most critical to the program and which types of participants (younger youth and females) may require additional outreach efforts in the future. PMID:22247453

  1. Friending, IMing, and hanging out face-to-face: overlap in adolescents' online and offline social networks.

    PubMed

    Reich, Stephanie M; Subrahmanyam, Kaveri; Espinoza, Guadalupe

    2012-03-01

    Many new and important developmental issues are encountered during adolescence, which is also a time when Internet use becomes increasingly popular. Studies have shown that adolescents are using these online spaces to address developmental issues, especially needs for intimacy and connection to others. Online communication with its potential for interacting with unknown others, may put teens at increased risk. Two hundred and fifty-one high school students completed an in-person survey, and 126 of these completed an additional online questionnaire about how and why they use the Internet, their activities on social networking sites (e.g., Facebook, MySpace) and their reasons for participation, and how they perceive these online spaces to impact their friendships. To examine the extent of overlap between online and offline friends, participants were asked to list the names of their top interaction partners offline and online (Facebook and instant messaging). Results reveal that adolescents mainly use social networking sites to connect with others, in particular with people known from offline contexts. While adolescents report little monitoring by their parents, there was no evidence that teens are putting themselves at risk by interacting with unknown others. Instead, adolescents seem to use the Internet, especially social networking sites, to connect with known others. While the study found moderate overlap between teens' closest online and offline friends, the patterns suggest that adolescents use online contexts to strengthen offline relationships. PMID:22369341

  2. Developing Students' Metacognitive Awareness in Asynchronous Learning Networks in Comparison to Face-to-Face Discussion Groups

    ERIC Educational Resources Information Center

    Michalsky, Tova; Zion, Michal; Mevarech, Zemira R.

    2007-01-01

    The main goal of the present study is to investigate empirically the effects of Asynchronic Learning Network (ALN) embedded within metacognitive instruction (META) on two components of metacognitive awareness: Knowledge about Cognition (KC) and Regulation of Cognition (RC). Participants were 202 tenth grade students: 102 students who studied under…

  3. The Communication of Identity during Face-to-Face Persuasive Interactions: Effects of Perceiver's Construct Differentiation and Target's Message Strategies.

    ERIC Educational Resources Information Center

    O'Keefe, Barbara J.; Shepherd, Gregory J.

    1989-01-01

    Examines the strategies people employ to deal with the face- and interaction-threatening implications of argumentative behavior. Explores the joint influence of individual differences in perceivers' interpersonal construct systems and message producers' communication strategies on the content and structure of impressions of message producers. (MS)

  4. Do Handheld Devices Facilitate Face-to-Face Collaboration? Handheld Devices with Large Shared Display Groupware to Facilitate Group Interactions

    ERIC Educational Resources Information Center

    Liu, Chen-Chung; Kao, L.-C.

    2007-01-01

    One-to-one computing environments change and improve classroom dynamics as individual students can bring handheld devices fitted with wireless communication capabilities into the classrooms. However, the screens of handheld devices, being designed for individual-user mobile application, limit promotion of interaction among groups of learners. This…

  5. Mutual touch during mother-infant face-to-face still-face interactions: influences of interaction period and infant birth status.

    PubMed

    Mantis, Irene; Stack, Dale M; Ng, Laura; Serbin, Lisa A; Schwartzman, Alex E

    2014-08-01

    Contact behaviours such as touch, have been shown to be influential channels of nonverbal communication between mothers and infants. While existing research has examined the communicative roles of maternal or infant touch in isolation, mutual touch, whereby touching behaviours occur simultaneously between mothers and their infants, has yet to be examined. The present study was designed to investigate mutual touch during face-to-face interactions between mothers and their 5½-month-old fullterm (n=40), very low birth weight/preterm (VLBW/preterm; n=40) infants, and infants at psychosocial risk (n=41). Objectives were to examine: (1) how the quantitative and qualitative aspects of touch employed by mothers and their infants varied across the normal periods of the still-face (SF) procedure, and (2) how these were associated with risk status. Mutual touch was systematically coded using the mother-infant touch scale. Interactions were found to largely consist of mutual touch and one-sided touch plus movement, highlighting that active touching is pervasive during mother-infant interactions. Consistent with the literature, while the SF period did not negatively affect the amount of mutual touch engaged in for mothers and their fullterm infants and mothers and their infants at psychosocial risk, it did for mothers and their VLBW/preterm infants. Together, results illuminate how both mothers and infants participate in shaping and co-regulating their interactions through the use of touch and underscore the contribution of examining the influence of birth status on mutual touch. PMID:24793734

  6. Interactive Explanations: The Functional Role of Gestural and Bodily Action for Explaining and Learning Scientific Concepts in Face-to-Face Arrangements

    NASA Astrophysics Data System (ADS)

    Scopelitis, Stephanie A.

    As human beings, we live in, live with, and live through our bodies. And because of this it is no wonder that our hands and bodies are in motion as we interact with others in our world. Hands and body move as we give directions to another, anticipate which way to turn the screwdriver, and direct our friend to come sit next to us. Gestures, indeed, fill our everyday lives. The purpose of this study is to investigate the functional role of the body in the parts of our lives where we teach and learn with another. This project is an investigation into, what I call, "interactive explanations". I explore how the hands and body work toward the joint achievement of explanation and learning in face-to-face arrangements. The study aims to uncover how the body participates in teaching and learning in and across events as it slides between the multiple, interdependent roles of (1) a communicative entity, (2) a tool for thinking, and (3) a resource to shape interaction. Understanding gestures functional roles as flexible and diverse better explains how the body participates in teaching and learning interactions. The study further aims to show that these roles and functions are dynamic and changeable based on the interests, goals and contingencies of participants' changing roles and aims in interactions, and within and across events. I employed the methodology of comparative microanalysis of pairs of videotaped conversations in which, first, experts in STEM fields (Science, Technology, Engineering and Mathematics) explained concepts to non-experts, and second, these non-experts re-explained the concept to other non-experts. The principle finding is that people strategically, creatively and collaboratively employ the hands and body as vital and flexible resources for the joint achievement of explanation and understanding. Findings further show that gestures used to explain complex STEM concepts travel across time with the non-expert into re-explanations of the concept. My

  7. First-time rhesus monkey mothers, and mothers of sons, preferentially engage in face-to-face interactions with their infants.

    PubMed

    Dettmer, Amanda M; Kaburu, Stefano S K; Byers, Kristen L; Murphy, Ashley M; Soneson, Emma; Wooddell, Lauren J; Suomi, Stephen J

    2016-02-01

    Face-to-face interactions between mothers and infants occur in both human and non-human primates, but there is large variability in the occurrence of these behaviors and the reason for this variability remains largely unexplored. Other types of maternal investment have been shown to be dependent on infant sex (e.g. milk production and maternal responsiveness) and maternal experience (e.g. symmetrical communication). Thus, we sought to determine whether variability in face-to-face interactions, that is, mutual gazing (MG), which are hypothesized to be important for later socio-cognitive development, could be explained by these variables. We studied 28 semi-free ranging rhesus monkey (Macaca mulatta) mother-infant dyads (6 primiparous; 12 male infants) born and reared at the Laboratory of Comparative Ethology field station at the NIH Animal Center in Poolesville, MD, across the first 90 postnatal days. Infant sex (i.e. male) was a significant predictor of maternal grooming (β ± SE = 0.359 ± 0.164, Z = 2.19, P = 0.029) whereas both parity (i.e. first time mothers) and infant sex (i.e. male) significantly predicted MG (parity: β ± SE = -0.735 ± 0.223, Z = -3.30, P < 0.001; infant sex: β ± SE = 0.436 ± 0.201, Z = 2.17, P = 0.029). Separation from the mother (outside of arm's reach) was not influenced by parity or infant sex. Together with existing literature, these findings point toward differential maternal investment for sons versus daughters. Mothers may be investing differentially in sons, behaviorally, to ensure their future social competence and thus later reproductive success. Collectively, our findings add to the literature that is beginning to identify early life experiences that may lead to sex differences in neurological and behavioral development. PMID:26581804

  8. Face to face versus Facebook: does exposure to social networking web sites augment or attenuate physiological arousal among the socially anxious?

    PubMed

    Rauch, Shannon M; Strobel, Cara; Bella, Megan; Odachowski, Zachary; Bloom, Christopher

    2014-03-01

    The present study tested two competing hypotheses about the effect of Facebook exposure on the physiological arousal level of participants who then encountered the stimulus person in a face-to-face situation. Facebook exposure may attenuate later arousal by providing increased comfort and confidence, but it is also possible that Facebook exposure will augment arousal, particularly among the socially anxious. Participants completed a measure of social anxiety and were exposed to a stimulus person via Facebook, face to face, or both. Galvanic skin response was recorded during the exposures to the stimulus person. Results were consistent with the augmentation hypothesis: a prior exposure on Facebook will lead to increased arousal during a face-to-face encounter, particularly for those high in social anxiety. PMID:24180223

  9. Neural synchronization during face-to-face communication.

    PubMed

    Jiang, Jing; Dai, Bohan; Peng, Danling; Zhu, Chaozhe; Liu, Li; Lu, Chunming

    2012-11-01

    Although the human brain may have evolutionarily adapted to face-to-face communication, other modes of communication, e.g., telephone and e-mail, increasingly dominate our modern daily life. This study examined the neural difference between face-to-face communication and other types of communication by simultaneously measuring two brains using a hyperscanning approach. The results showed a significant increase in the neural synchronization in the left inferior frontal cortex during a face-to-face dialog between partners but none during a back-to-back dialog, a face-to-face monologue, or a back-to-back monologue. Moreover, the neural synchronization between partners during the face-to-face dialog resulted primarily from the direct interactions between the partners, including multimodal sensory information integration and turn-taking behavior. The communicating behavior during the face-to-face dialog could be predicted accurately based on the neural synchronization level. These results suggest that face-to-face communication, particularly dialog, has special neural features that other types of communication do not have and that the neural synchronization between partners may underlie successful face-to-face communication. PMID:23136442

  10. Conversational Argumentation in Decision Making: Chinese and U.S. Participants in Face-to-Face and Instant-Messaging Interactions

    ERIC Educational Resources Information Center

    Stewart, Craig O.; Setlock, Leslie D.; Fussell, Susan R.

    2007-01-01

    This study investigates cultural and communication medium effects on conversational argumentation in a decision-making context. Chinese and U.S. participants worked in pairs on two decision-making tasks via face-to-face (FtF) and instant messaging (IM). The analyses showed that Chinese participants tended to engage in potentially more complex…

  11. Face-to-Face Contact at the Midpoint of an Online Collaboration: Its Impact on the Patterns of Participation, Interaction, Affect, and Behavior over Time

    ERIC Educational Resources Information Center

    Michinov, Nicolas; Michinov, Estelle

    2008-01-01

    This paper describes some of the consequences of introducing a face-to-face contact during an online collaborative learning session. Previous research on the development of online groups has suggested a critical transition period at the midpoint of a collaborative task in which group members redefine their behavior. The purpose of the present…

  12. Hard to “tune in”: neural mechanisms of live face-to-face interaction with high-functioning autistic spectrum disorder

    PubMed Central

    Tanabe, Hiroki C.; Kosaka, Hirotaka; Saito, Daisuke N.; Koike, Takahiko; Hayashi, Masamichi J.; Izuma, Keise; Komeda, Hidetsugu; Ishitobi, Makoto; Omori, Masao; Munesue, Toshio; Okazawa, Hidehiko; Wada, Yuji; Sadato, Norihiro

    2012-01-01

    Persons with autism spectrum disorders (ASD) are known to have difficulty in eye contact (EC). This may make it difficult for their partners during face to face communication with them. To elucidate the neural substrates of live inter-subject interaction of ASD patients and normal subjects, we conducted hyper-scanning functional MRI with 21 subjects with autistic spectrum disorder (ASD) paired with typically-developed (normal) subjects, and with 19 pairs of normal subjects as a control. Baseline EC was maintained while subjects performed real-time joint-attention task. The task-related effects were modeled out, and inter-individual correlation analysis was performed on the residual time-course data. ASD–Normal pairs were less accurate at detecting gaze direction than Normal–Normal pairs. Performance was impaired both in ASD subjects and in their normal partners. The left occipital pole (OP) activation by gaze processing was reduced in ASD subjects, suggesting that deterioration of eye-cue detection in ASD is related to impairment of early visual processing of gaze. On the other hand, their normal partners showed greater activity in the bilateral occipital cortex and the right prefrontal area, indicating a compensatory workload. Inter-brain coherence in the right IFG that was observed in the Normal-Normal pairs (Saito et al., 2010) during EC diminished in ASD–Normal pairs. Intra-brain functional connectivity between the right IFG and right superior temporal sulcus (STS) in normal subjects paired with ASD subjects was reduced compared with in Normal–Normal pairs. This functional connectivity was positively correlated with performance of the normal partners on the eye-cue detection. Considering the integrative role of the right STS in gaze processing, inter-subject synchronization during EC may be a prerequisite for eye cue detection by the normal partner. PMID:23060772

  13. Nursing student experiences with face-to-face learning.

    PubMed

    Gruendemann, Barbara J

    2011-12-01

    Face-to-face learning has been the mainstay of nursing student learning. Despite moves to online learning, face-to-face learning persists. This study focuses on how nursing students experience face-to-face learning and why it not only survives, but thrives. This study was anchored in a hermeneutic phenomenological approach, with Gadamerian concepts and van Manen's lifeworlds as frameworks to understand students' experiences of face-to-face learning. Patterns and themes were extracted from audiore-corded face-to-face interviews. Participants confirmed that face-to-face learning continues to be valued as a strong methodology in nursing education. Their experiences focused on humanism, the importance of "presence," physical proximity, classroom as "the real thing," immediacy of feedback, and learning and knowing by human connections and interaction. The study findings were a rich source for understanding how nursing students process learning experiences. Increased understanding of the meaning and essence of face-to-face learning is essential as we decide how nursing content will be taught. PMID:21956259

  14. Programmed versus Face-to-Face Counseling

    ERIC Educational Resources Information Center

    Gilbert, William M.; Ewing, Thomas N.

    1971-01-01

    A comparison was made of the effectiveness of a programmed Self-Counseling Manual and a normal precollege counseling interview by experienced counselors. Findings supported the use of programmed counseling as an adjunct to or substitute for face-to-face counseling. (Author)

  15. Comparative Analysis of Online vs. Face-to-Face Instruction.

    ERIC Educational Resources Information Center

    Johnson, Scott D.; Aragon, Steven R.; Shaik, Najmuddin; Palma-Rivas, Nilda

    This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format. Comparisons included student ratings of instructor and course quality; assessment of course interaction, structure, and support; and learning outcomes such as course grades and student self-assessment of ability to perform…

  16. Face to Face Communications in Space

    NASA Technical Reports Server (NTRS)

    Cohen, Malcolm M.; Davon, Bonnie P. (Technical Monitor)

    1999-01-01

    It has been reported that human face-to-face communications in space are compromised by facial edema, variations in the orientations of speakers and listeners, and background noises that are encountered in the shuttle and in space stations. To date, nearly all reports have been anecdotal or subjective, in the form of post-flight interviews or questionnaires; objective and quantitative data are generally lacking. Although it is acknowledged that efficient face-to-face communications are essential for astronauts to work safely and effectively, specific ways in which the space environment interferes with non-linguistic communication cues are poorly documented. Because we have only a partial understanding of how non-linguistic communication cues may change with mission duration, it is critically important to obtain objective data, and to evaluate these cues under well-controlled experimental conditions.

  17. Interactive Explanations: The Functional Role of Gestural and Bodily Action for Explaining and Learning Scientific Concepts in Face-to-Face Arrangements

    ERIC Educational Resources Information Center

    Scopelitis, Stephanie A.

    2013-01-01

    As human beings, we live "in", live "with", and live "through" our bodies. And because of this it is no wonder that our hands and bodies are in motion as we interact with others in our world. Hands and body move as we give directions to another, anticipate which way to turn the screwdriver, and direct our friend to…

  18. The sound of your lips: electrophysiological cross-modal interactions during hand-to-face and face-to-face speech perception

    PubMed Central

    Treille, Avril; Vilain, Coriandre; Sato, Marc

    2014-01-01

    Recent magneto-encephalographic and electro-encephalographic studies provide evidence for cross-modal integration during audio-visual and audio-haptic speech perception, with speech gestures viewed or felt from manual tactile contact with the speaker’s face. Given the temporal precedence of the haptic and visual signals on the acoustic signal in these studies, the observed modulation of N1/P2 auditory evoked responses during bimodal compared to unimodal speech perception suggest that relevant and predictive visual and haptic cues may facilitate auditory speech processing. To further investigate this hypothesis, auditory evoked potentials were here compared during auditory-only, audio-visual and audio-haptic speech perception in live dyadic interactions between a listener and a speaker. In line with previous studies, auditory evoked potentials were attenuated and speeded up during both audio-haptic and audio-visual compared to auditory speech perception. Importantly, the observed latency and amplitude reduction did not significantly depend on the degree of visual and haptic recognition of the speech targets. Altogether, these results further demonstrate cross-modal interactions between the auditory, visual and haptic speech signals. Although they do not contradict the hypothesis that visual and haptic sensory inputs convey predictive information with respect to the incoming auditory speech input, these results suggest that, at least in live conversational interactions, systematic conclusions on sensory predictability in bimodal speech integration have to be taken with caution, with the extraction of predictive cues likely depending on the variability of the speech stimuli. PMID:24860533

  19. Maternal Disrupted Communication During Face-to-Face Interaction at 4 months: Relation to Maternal and Infant Cortisol Among at-Risk Families

    PubMed Central

    Crockett, Erin E.; Holmes, Bjarne M.; Granger, Douglas A.; Lyons-Ruth, Karlen

    2014-01-01

    The study evaluated the association between maternal disrupted communication and the reactivity and regulation of the psychobiology of the stress response in infancy. Mothers and infants were recruited via the National Health Service from the 20% most economically impoverished data zones in a suburban region of Scotland. Mothers (N = 63; M age = 25.9) and their 4-month-old infants (35 boys, 28 girls) were videotaped interacting for 8 min, including a still-face procedure as a stress inducer and a 5-min coded recovery period. Saliva samples were collected from the dyads prior to, during, and after the still-face procedure and later assayed for cortisol. Level of disruption in maternal communication with the infant was coded from the 5-min videotaped interaction during the recovery period which followed the still-face procedure. Severely disrupted maternal communication was associated with lower levels of maternal cortisol and a greater divergence between mothers’ and infants’ cortisol levels. Results point to low maternal cortisol as a possible mechanism contributing to the mother’s difficulty in sensitively attuning to her infant’s cues, which in turn has implications for the infant’s reactivity to and recovery from a mild stressor in early infancy. PMID:25506272

  20. Teacher and Student Behaviors in Face-to-Face and Online Courses: Dealing with Complex Concepts

    ERIC Educational Resources Information Center

    Cragg, C. E.; Dunning, Jean; Ellis, Jaqueline

    2008-01-01

    The objective of this research was to compare the quality and quantity of teacher and student interaction in an on-line versus face-to-face learning environment. A Master's level course on nursing theories was taught by the same professor by both methods. Transcripts of the face-to-face class and on-line postings were analyzed to identify…

  1. Comparison of face-to-face and telephone consultations in primary care: qualitative analysis

    PubMed Central

    Hewitt, Heather; Gafaranga, Joseph; McKinstry, Brian

    2010-01-01

    Background There is evidence that telephone consultations in general practice are typically shorter than face-to-face consultations and that fewer problems are presented in them. Aim To compare the communicative practices of doctors and patients in face-to-face and telephone consultations, in order to understand the contrasts between the two consulting modes. Design of study Conversation analysis. Setting Eight NHS GP surgeries in Scotland. Method Transcription and conversation analysis of 32 face-to-face and 33 telephone consultations. Participants Eighteen GPs and 65 patients. Results There are no underlying contrasts between the communicative practices used in face-to-face and telephone consultations. Telephone consultations are typically used by patients to deal with a limited range of single-issue concerns, whereas a wide range of different problem types is dealt with in face-to-face consultations. Most telephone consultations for new problems lead to a face-to-face meeting rather than a diagnosis, making them shorter than equivalent face-to-face consultations. Interaction in telephone consultations is continuous and orderly, but in face-to-face consultations there are periods of silence that facilitate the introduction of additional topics, including social speech and rapport building. Doctors on the telephone are less likely to elicit additional concerns than in face-to-face consultations, and ask fewer questions when patients present self-diagnosed problems or describe problems with treatment. Conclusion Doctors in general practice do not substantially change their communicative behaviour on the telephone. Telephone consultations are shorter and include less problem disclosure than face-to-face meetings, partly because they are typically mono-topical and partly because of intrinsic differences between the two channels. PMID:20423575

  2. Cocaine Exposure Is Associated with Subtle Compromises of Infants' and Mothers' Social-Emotional Behavior and Dyadic Features of Their Interaction in the Face-to-Face Still-Face Paradigm

    ERIC Educational Resources Information Center

    Tronick, E. Z.; Messinger, D. S.; Weinberg, M. K.; Lester, B. M.; LaGasse, L.; Seifer, R.; Bauer, C. R.; Shankaran, S.; Bada, H.; Wright, L. L.; Poole, K.; Liu, J.

    2005-01-01

    Prenatal cocaine and opiate exposure are thought to subtly compromise social and emotional development. The authors observed a large sample of 236 cocaine-exposed and 459 nonexposed infants (49 were opiate exposed and 646 nonexposed) with their mothers in the face-to-face still-face paradigm. Infant and maternal behaviors were microanalytically…

  3. The Multimedia Case as a Tool for Professional Development: An Analysis of Online and Face-to-Face Interaction among Mathematics Pre-Service Teachers, In-Service Teachers, Mathematicians, and Mathematics Teacher Educators

    ERIC Educational Resources Information Center

    McGraw, Rebecca; Lynch, Kathleen; Koc, Yusuf; Budak, Ayfer; Brown, Catherine A.

    2007-01-01

    In this study, we consider the potential of multimedia cases as tools for teacher professional development. Specifically, we examined online and face-to-face discussions that occurred within groups composed of pre-service mathematics teachers, in-service mathematics teachers, mathematicians, and mathematics teacher educators. Discussions within…

  4. Voicing on Virtual and Face to Face Discussion

    ERIC Educational Resources Information Center

    Yamat, Hamidah

    2013-01-01

    This paper presents and discusses findings of a study conducted on pre-service teachers' experiences in virtual and face to face discussions. Technology has brought learning nowadays beyond the classroom context or time zone. The learning context and process no longer rely solely on face to face communications in the presence of a teacher.…

  5. Pedagogical Characteristics of Online and Face-to-Face Classes

    ERIC Educational Resources Information Center

    Wuensch, Karl; Aziz, Shahnaz; Ozan, Erol; Kishore, Masao; Tabrizi, M. H. Nassehzadeh

    2008-01-01

    Currently, many students have had experience with both face-to-face and online classes. We asked such students at 46 different universities in the United States to evaluate the pedagogical characteristics of their most recently completed face-to-face class and their most recently completed online class. The results show that students rate online…

  6. Tobacco cessation education for pharmacists: Face-to-face presentations versus live webinars.

    PubMed

    Hudmon, Karen Suchanek; Hoch, Matthew A; Vitale, Frank M; Wahl, Kimberly R; Corelli, Robin L; de Moor, Carl

    2014-01-01

    OBJECTIVE To assess the perceived effectiveness of tobacco cessation continuing education for pharmacists in face-to-face presentation versus live webinar modalities. METHODS A continuing pharmacy education (CPE) activity, Do Ask, Do Tell: A Practical Approach to Smoking Cessation, was offered in face-to-face and live webinar modalities. Following the activity, participants completed a brief questionnaire that assessed the anticipated impact of the activity on their smoking cessation counseling practices. RESULTS Of the 1,088 CPE participants, 819 (75%) attended a face-to-face presentation and 269 (25%) participated in a live webinar. Posttraining self-rated ability to address tobacco use was similar between groups ( P = 0.38), and both the face-to-face and live webinar groups reported a significant difference between pre- and posttraining abilities ( P < 0.05 for both groups). Attendees of the face-to-face presentation reported higher likelihoods of providing each of the individual tasks required to provide an effective, brief tobacco cessation intervention ( P < 0.05 for each task). CONCLUSION These data suggest that more value exists in face-to-face education than live webinars when personal and interactive skills are the focus of the activity. PMID:24407740

  7. A Comparison of Learning Outcomes in Skills-Based Courses: Online versus Face-to-Face Formats

    ERIC Educational Resources Information Center

    Callister, Ronda Roberts; Love, Mary Sue

    2016-01-01

    In comparing the learning outcomes of online versus face-to-face courses, skills-based forms of instruction have received little attention. This study asks the question "Can skills-based courses taught online achieve the same outcomes as face-to-face courses in which the instructor and students interacting in real time may have higher levels…

  8. Impact of the Placement and Quality of Face-to-Face Meetings in a Hybrid Distance Learning Course

    ERIC Educational Resources Information Center

    Colucci, William; Koppel, Nicole

    2010-01-01

    As online and hybrid courses are becoming a wide-spread option for higher education, researchers are exploring various delivery methods. Hybrid courses involve blending two modes of interaction--both face-to-face as well as online. The exact distribution and timing of face-to-face meetings verse online delivery is a question that instructors have…

  9. Non-Egalitarian Allocations among Preschool Peers in a Face-to-Face Bargaining Task

    PubMed Central

    Melis, Alicia P.; Floedl, Anja; Tomasello, Michael

    2015-01-01

    In face-to-face bargaining tasks human adults almost always agree on an equal split of resources. This is due to mutually recognized fairness and equality norms. Early developmental studies on sharing and equality norms found that egalitarian allocations of resources are not common before children are 5 or 6 years old. However, recent studies have shown that in some face-to face collaborative situations, or when recipients express their desires, children at much younger ages choose equal allocations. We investigated the ability of 3.5 and 5-year-olds to negotiate face-to-face, whether to collaborate to obtain an equal or an unequal distribution of rewards. We hypothesized that the face-to-face interaction and interdependency between partners would facilitate egalitarian outcomes at both ages. In the first experiment we found that 5-year-olds were more egalitarian than 3.5-year-olds, but neither of the age classes shared equally. In the second experiment, in which we increased the magnitude of the inequality, we found that children at both ages mostly agreed on the unequal distribution. These results show that communication and face-to-face interactions are not sufficient to guarantee equal allocations at 3–5 years of age. These results add to previous findings suggesting that in the context of non-collaboratively produced resources it is only after 5 years of age that children use equality norms to allocate resources. PMID:25786250

  10. A Systems View of Mother-Infant Face-to-Face Communication

    ERIC Educational Resources Information Center

    Beebe, Beatrice; Messinger, Daniel; Bahrick, Lorraine E.; Margolis, Amy; Buck, Karen A.; Chen, Henian

    2016-01-01

    Principles of a dynamic, dyadic systems view of mother-infant face-to-face communication, which considers self- and interactive processes in relation to one another, were tested. The process of interaction across time in a large low-risk community sample at infant age 4 months was examined. Split-screen videotape was coded on a 1-s time base for…

  11. Comparison of Focus Groups on Cancer and Employment Conducted Face to Face or by Telephone

    PubMed Central

    Frazier, Linda M.; Miller, Virginia A.; Horbelt, Douglas V.; Delmore, James E.; Miller, Brigitte E.; Paschal, Angelia M.

    2010-01-01

    Findings from telephone focus groups have not been compared previously to findings from face-to-face focus groups. We conducted four telephone focus groups and five face-to-face focus groups in which a single moderator used the same open-ended questions and discussion facilitation techniques. This comparison was part of a larger study to gain a better understanding of employment experiences after diagnosis of gynecologic cancer. Offering the telephone option made it easier to recruit women from rural areas and geographically distant cities. Interaction between participants occurred in both types of focus group. Content analysis revealed that similar elements of the employment experience after cancer diagnosis were described by telephone and face-to-face participants. Participants disclosed certain emotionally sensitive experiences only in the telephone focus groups. Telephone focus groups provide useful data and can reduce logistical barriers to research participation. Visual anonymity might help some participants feel more comfortable discussing certain personal issues. PMID:20142606

  12. Blended Outreach: Face-to-Face and Remote Programs

    ERIC Educational Resources Information Center

    Poeppelmeyer, Diana

    2011-01-01

    The Texas School for the Deaf (TSD) has two missions. One is to provide educational services to deaf and hard of hearing students and their families on the Austin campus--this is the traditional, face-to-face, center-based service model. The other is to serve as a resource center for the state, providing information, referral, programs, and…

  13. Future Schools: Blending Face-to-Face and Online Learning

    ERIC Educational Resources Information Center

    Schorr, Jonathan; McGriff, Deborah

    2012-01-01

    "Hybrid schools" are schools that combine "face-to-face" education in a specific place with online instruction. In this article, the authors describe school models which offer a vision for what deeply integrated technology can mean for children's education, for the way schools are structured, and for the promise of greater efficiency amid a…

  14. Teaching over the WEB versus Face to Face.

    ERIC Educational Resources Information Center

    Smith, Glenn Gordon; Caris, Mieke; Ferguson, David

    This qualitative study investigated differences, from the point of view of instructors, between teaching college courses over the Web versus in more traditional face-to-face formats. Twenty-one college instructors who had taught in both formats were interviewed. Four of the interviews were by telephone and 17 by e-mail. Interview fragments were…

  15. Teaching On-Line versus Face-to-Face.

    ERIC Educational Resources Information Center

    Smith, Glenn Gordon; Ferguson, David; Caris, Mieke

    2002-01-01

    Investigates and describes the current instructor experience of teaching college courses over the Web versus in face-to-face formats in terms of teaching strategies, social issues, and media effects. Discusses communication styles, relationship between students and instructors, instructor workload, and discussion patterns, and proposes a model…

  16. Exploring Presentation Styles in Higher Education Teaching and Research Situations: Distance and Face-to-Face

    ERIC Educational Resources Information Center

    Shephard, Kerry; Knightbridge, Karen

    2011-01-01

    Universities are increasingly using advanced video-conferencing environments to interact for teaching and research purposes at a distance and in situations that combine distant participants with those face-to-face. Those who use these technologies expect professional development support to do so but we do not yet have a comprehensive research…

  17. A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-Face

    ERIC Educational Resources Information Center

    McFarlane, Donovan A.

    2011-01-01

    This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous…

  18. Comparing Asynchronous Online Discussions and Face-to-Face Discussions in a Classroom Setting

    ERIC Educational Resources Information Center

    Wang, Qiyun; Woo, Huay Lit

    2007-01-01

    The purpose of this study is to investigate the perceived differences between asynchronous online discussions and face-to-face discussions in a classroom setting. The students' reflections were analysed by following a qualitative research approach. The results showed that atmosphere, response, efficiency, interactivity and communication were the…

  19. Comparing face-to-face, synchronous, and asynchronous learning: postgraduate dental resident preferences.

    PubMed

    Kunin, Marc; Julliard, Kell N; Rodriguez, Tobias E

    2014-06-01

    The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course. PMID:24882771

  20. SPACE: Vision and Reality: Face to Face. Proceedings Report

    NASA Technical Reports Server (NTRS)

    1995-01-01

    The proceedings of the 11th National Space Symposium entitled 'Vision and Reality: Face to Face' is presented. Technological areas discussed include the following sections: Vision for the future; Positioning for the future; Remote sensing, the emerging era; space opportunities, Competitive vision with acquisition reality; National security requirements in space; The world is into space; and The outlook for space. An appendice is also attached.

  1. Really Reaching the Public, Face-to-Face

    NASA Astrophysics Data System (ADS)

    Foukal, Peter

    2014-02-01

    This past summer I was able to provide a young couple with their first view of Saturn through a telescope, and afterward they told me what a profound experience this look into space had been for them. It wasn't the first time I'd seen such an emotional response since I opened the East Point Solar Observatory, a small public observatory in Nahant, Mass., in 1995. But listening to them reminded me how lucky we scientists are to pursue a career that brings out such warm feelings in our neighbors. It also made me wonder whether the effectiveness of our national approach to public outreach might be increased by more face-to-face contact between scientists and the public.

  2. Virtual Professional Learning Communities: Teachers' Perceptions of Virtual Versus Face-to-Face Professional Development

    NASA Astrophysics Data System (ADS)

    McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A.

    2013-06-01

    Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in changing practice. Barriers to the implementation of PLCs include lack of shared meeting time and a shortage of teachers who share the same subject areas or common goals and interests. Convening teachers from multiple districts can alleviate this problem, but teachers are reluctant to travel for meetings due to time and cost restraints. Video-conferencing software offers a solution to these barriers while serving to foster the sense of community needed for PLCs to be effective. The researchers describe the use of Virtual PLCs in which two groups of teachers met monthly for one school year to collaboratively analyze evidence collected as part of their teacher inquiry plans. With help from a facilitator, these groups developed a relationship similar to other groups meeting face-to-face as part of the same professional development program. Analysis of the reflections of teacher-participants and facilitators revealed that teachers prefer face-to-face meetings, but that the virtual and face-to-face meetings provided teachers with similar social interactions in the PLC experience. The findings suggest that teachers perceive videoconferencing as an effective tool for facilitating PLCs when distance and time are practical barriers to face-to-face meetings. Practical considerations for developing and facilitating virtual PLCs are also discussed.

  3. Comparisons of Internet-Based and Face-to-Face Learning Systems Based on "Equivalency of Experiences" According to Students' Academic Achievements and Satisfactions

    ERIC Educational Resources Information Center

    Karatas, Sercin; Simsek, Nurettin

    2009-01-01

    The purpose of this study is to determine whether "equivalent learning experiences" ensure equivalency, in the Internet-based and face-to-face interaction methods on learning results and student satisfaction. In the experimental process of this study, the effect of the Internet-based and face-to-face learning on the equivalency in learning…

  4. A Comparison between the Occurrence of Pauses, Repetitions and Recasts under Conditions of Face-to-Face and Computer-Mediated Communication: A Preliminary Study

    ERIC Educational Resources Information Center

    Cabaroglu, Nese; Basaran, Suleyman; Roberts, Jon

    2010-01-01

    This study compares pauses, repetitions and recasts in matched task interactions under face-to-face and computer-mediated conditions. Six first-year English undergraduates at a Turkish University took part in Skype-based voice chat with a native speaker and face-to-face with their instructor. Preliminary quantitative analysis of transcripts showed…

  5. A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

    PubMed

    Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

    2014-01-01

    Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. PMID:23959807

  6. The Face-to-Face Light Detection Paradigm: A New Methodology for Investigating Visuospatial Attention Across Different Face Regions in Live Face-to-Face Communication Settings

    PubMed Central

    Thompson, Laura A.; Malloy, Daniel M.; Cone, John M.; Hendrickson, David L.

    2009-01-01

    We introduce a novel paradigm for studying the cognitive processes used by listeners within interactive settings. This paradigm places the talker and the listener in the same physical space, creating opportunities for investigations of attention and comprehension processes taking place during interactive discourse situations. An experiment was conducted to compare results from previous research using videotaped stimuli to those obtained within the live face-to-face task paradigm. A headworn apparatus is used to briefly display LEDs on the talker’s face in four locations as the talker communicates with the participant. In addition to the primary task of comprehending speeches, participants make a secondary task light detection response. In the present experiment, the talker gave non-emotionally-expressive speeches that were used in past research with videotaped stimuli. Signal detection analysis was employed to determine which areas of the face received the greatest focus of attention. Results replicate previous findings using videotaped methods. PMID:21113354

  7. A Comparison of Online and Face-to-Face Approaches to Teaching Introduction to American Government

    ERIC Educational Resources Information Center

    Bolsen, Toby; Evans, Michael; Fleming, Anna McCaghren

    2016-01-01

    This article reports results from a large study comparing four different approaches to teaching Introduction to American Government: (1) traditional, a paper textbook with 100% face-to-face lecture-style teaching; (2) breakout, a paper textbook with 50% face-to-face lecture-style teaching and 50% face-to-face small-group breakout discussion…

  8. Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach

    ERIC Educational Resources Information Center

    Chen, Wenli; Looi, Chee-Kit

    2007-01-01

    This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and…

  9. Making the Jump to Hybrid Space: Employing Face-to-Face and Online Modalities in a Special Event Planning Course

    ERIC Educational Resources Information Center

    Fortune, Mary F.

    2012-01-01

    Every quarter at California State University East Bay, a special event-planning course is offered in a hybrid format (face-to-face and online) and uses interactive Problem-Based Learning (PBL) activities designed to challenge and inspire intellectual growth. The PLB method is different in that students are not only receivers of knowledge but are…

  10. The Impact of Electronic Health Records on Healthcare Professional's Beliefs and Attitudes toward Face to Face Communication

    ERIC Educational Resources Information Center

    Nickles, Kenneth Patrick

    2012-01-01

    The impact of electronic health records on healthcare professional's beliefs and attitudes toward face to face communication during patient and provider interactions was examined. Quantitative survey research assessed user attitudes towards an electronic health record system and revealed that healthcare professionals from a wide range of…

  11. The Effects of Face-to-Face and Computer-Mediated Peer Review on EFL Writers' Comments and Revisions

    ERIC Educational Resources Information Center

    Ho, Mei-ching

    2015-01-01

    This study investigates the use of face-to-face and computer-mediated peer review in an English as a Foreign Language (EFL) writing course to examine how different interaction modes affect comment categories, students' revisions, and their perceptions of peer feedback. The participants were an intact class of 13 students at a Taiwanese university.…

  12. Face-to-Face Encounters as Contextual Support for Web-Based Discussions in a Teacher Education Course

    ERIC Educational Resources Information Center

    Bluemink, Johanna; Jarvela, Sanna

    2004-01-01

    Apart from studying students' interaction in Web-based environments in computer-supported collaborative learning (CSCL), it is essential to recognize the importance of the contextual setting in which learning takes place. This study examines the role of face-to-face encounters as contextual support in an international teacher education course…

  13. Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

    ERIC Educational Resources Information Center

    Wang, Yuping; Chen, Nian-Shing; Levy, Mike

    2010-01-01

    This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

  14. Content and Processes in Problem-Based Learning: A Comparison of Computer-Mediated and Face-to-Face Communication

    ERIC Educational Resources Information Center

    Stromso, H. I.; Grottum, P.; Lycke, K. H.

    2007-01-01

    There has been an increasing interest in the use of computer-mediated communication (CMC) in problem-based learning. One line of research has been to introduce synchronous, or simultaneous, communication attempting to create text-based digital real-time interaction. Compared with face-to-face (F2F) communication, CMC may be a poorer medium…

  15. Non-face-to-face physical activity interventions in older adults: a systematic review

    PubMed Central

    2014-01-01

    Physical activity is effective in preventing chronic diseases, increasing quality of life and promoting general health in older adults, but most older adults are not sufficiently active to gain those benefits. A novel and economically viable way to promote physical activity in older adults is through non-face-to-face interventions. These are conducted with reduced or no in-person interaction between intervention provider and program participants. The aim of this review was to summarize the scientific literature on non-face-to-face physical activity interventions targeting healthy, community dwelling older adults (≥ 50 years). A systematic search in six databases was conducted by combining multiple key words of the three main search categories “physical activity”, “media” and “older adults”. The search was restricted to English language articles published between 1st January 2000 and 31st May 2013. Reference lists of relevant articles were screened for additional publications. Seventeen articles describing sixteen non-face-to-face physical activity interventions were included in the review. All studies were conducted in developed countries, and eleven were randomized controlled trials. Sample size ranged from 31 to 2503 participants, and 13 studies included 60% or more women. Interventions were most frequently delivered via print materials and phone (n = 11), compared to internet (n = 3) and other media (n = 2). Every intervention was theoretically framed with the Social Cognitive Theory (n = 10) and the Transtheoretical Model of Behavior Change (n = 6) applied mostly. Individual tailoring was reported in 15 studies. Physical activity levels were self-assessed in all studies. Fourteen studies reported significant increase in physical activity. Eight out of nine studies conducted post-intervention follow-up analysis found that physical activity was maintained over a longer time. In the six studies where intervention dose was assessed

  16. An evaluation of remote communication versus face-to-face in clinical dental education.

    PubMed

    Martin, N; Lazalde, O Martínez; Stokes, C; Romano, D

    2012-03-01

    Distance learning and internet-based delivery of educational content are becoming very popular as an alternative to real face-to-face delivery. Clinical-based discussions still remain greatly face-to-face despite the advancement of remote communication and internet sharing technology. In this study we have compared three communication modalities between a learner and educator: audio and video using voice over internet protocol (VoIP) alone [AV]; audio and video VoIP with the addition of a three dimensional virtual artefact [AV3D] and physical face-to-face [FTF]. Clinical case discussions based on fictitious patients were held between a 'learner' and an 'expert' using the three communication modalities. The learner presented a clinical scenario to the experts, with the aid of a prop (partially dentate cast, digitised for AV3D), to obtain advice on the management of the clinical case. Each communication modality was tested in timed exercises in a random order among one of three experts (senior clinical restorative staff) and a learner (from a cohort of 15 senior clinical undergraduate students) all from the School of Clinical Dentistry, University of Sheffield. All learners and experts used each communication modality in turn with no prior training. Video recording and structured analysis were used to ascertain learner behaviour and levels of interactivity. Evaluation questionnaires were completed by experts and learners immediately after the experiment to ascertain effectiveness of information exchange and barriers/facilitators to communication. The video recordings showed that students were more relaxed with AV and AV3D than FTF (p = 0.01). The evaluation questionnaires showed that students felt they could provide (p = 0.03) and obtain (p = 0.003) more information using the FTF modality, followed by AV and then AV3D. Experts also ranked FTF better than AV and AV3D for providing (p = 0.012) and obtaining (p = 0) information to/from the expert. Physical face-to-face

  17. Non-face-to-face physical activity interventions in older adults: a systematic review.

    PubMed

    Müller, Andre Matthias; Khoo, Selina

    2014-01-01

    Physical activity is effective in preventing chronic diseases, increasing quality of life and promoting general health in older adults, but most older adults are not sufficiently active to gain those benefits. A novel and economically viable way to promote physical activity in older adults is through non-face-to-face interventions. These are conducted with reduced or no in-person interaction between intervention provider and program participants. The aim of this review was to summarize the scientific literature on non-face-to-face physical activity interventions targeting healthy, community dwelling older adults (≥ 50 years). A systematic search in six databases was conducted by combining multiple key words of the three main search categories "physical activity", "media" and "older adults". The search was restricted to English language articles published between 1st January 2000 and 31st May 2013. Reference lists of relevant articles were screened for additional publications. Seventeen articles describing sixteen non-face-to-face physical activity interventions were included in the review. All studies were conducted in developed countries, and eleven were randomized controlled trials. Sample size ranged from 31 to 2503 participants, and 13 studies included 60% or more women. Interventions were most frequently delivered via print materials and phone (n=11), compared to internet (n=3) and other media (n=2). Every intervention was theoretically framed with the Social Cognitive Theory (n=10) and the Transtheoretical Model of Behavior Change (n=6) applied mostly. Individual tailoring was reported in 15 studies. Physical activity levels were self-assessed in all studies. Fourteen studies reported significant increase in physical activity. Eight out of nine studies conducted post-intervention follow-up analysis found that physical activity was maintained over a longer time. In the six studies where intervention dose was assessed the results varied considerably. One

  18. The effectiveness of palliative care education delivered by videoconferencing compared with face-to-face delivery.

    PubMed

    van Boxell, Patris; Anderson, Keith; Regnard, Claud

    2003-06-01

    As part of a four-year study into the use of videoconferencing in palliative care, the delivery of workshops on palliative care to community nurses was evaluated by the Open University. Twenty nurses were randomly allocated to alternating videoconferencing and face-to-face modes of presentation. The quantitative study measured the amount of learning that occurred in each workshop with pre-tests and post-tests, and the mode of presentation. Forty-nine workshop attendances were analysed. The qualitative study used observation and analysis of videorecordings to assess the activity and attention spans in interactive communication during workshops, while a combination of interviews and questionnaires was used to assess the participants' level of satisfaction with presentation. The results showed that the nurses' level of satisfaction with the instructional presentation was high in both modes of presentation. Despite difficulties at the start of the project in the videoconferencing presentation, there was little difference between the modes of presentation in achievement scores or the gain in achievement scores. Although the learners preferred face-to-face workshops, they learnt as much from a videoconferenced workshop. Videoconferencing was less suitable for psychological or emotional discussions, but this may have been due to the time constraints on the workshops. Some features of videoconferencing suggest it could be used effectively in helping learners discuss sensitive issues. The Current Learning in Palliative Care (CLiP) worksheets were found to be an effective means of delivering learning. PMID:12822852

  19. Localized surface plasmons in face to face dimer silver triangular prism nanoparticles

    NASA Astrophysics Data System (ADS)

    Azarian, Abas; Babaei, Ferydon

    2016-05-01

    Using the discrete dipole approximation method, all plasmonic bands in 80 nm silver face to face dimer triangular prism nanoparticles were reported. The characteristics of plasmonics peaks were investigated with variations of dimer gap and refractive index of the surrounding medium of dimer. We found that there are three and four plasmonic bands, respectively, for dimer separation 2 and 4 nm. The extinction spectra and electric field distribution showed that the dipole-dipole interaction creates strong plasmonic band, but the quadrupole-quadrupole interaction relates to weak plasmonic band. The results revealed that the strong plasmonic bands have high sensitivity factors with respect to weak plasmonic bands. This study may be used in the synthesis of asymmetric dimers made of metal nanoparticles with new plasmonics properties.

  20. Face-to-Face or Not-to-Face: A Technology Preference for Communication

    PubMed Central

    Darmawan, Bobby; Mohamed Ariffin, Mohd Yahya

    2014-01-01

    Abstract This study employed the Model of Technology Preference (MTP) to explain the relationship of the variables as the antecedents of behavioral intention to adopt a social networking site (SNS) for communication. Self-administered questionnaires were distributed to SNS account users using paper-based and web-based surveys that led to 514 valid responses. The data were analyzed using structural equation modeling (SEM). The results show that two out of three attributes of the attribute-based preference (ATRP) affect attitude-based preference (ATTP). The data support the hypotheses that perceived enjoyment and social presence are predictors of ATTP. In this study, the findings further indicated that ATTP has no relationship with the behavioral intention of using SNS, but it has a relationship with the attitude of using SNS. SNS development should provide features that ensure enjoyment and social presence for users to communicate instead of using the traditional face-to-face method of communication. PMID:25405782

  1. Face-to-face or not-to-face: A technology preference for communication.

    PubMed

    Jaafar, Noor Ismawati; Darmawan, Bobby; Mohamed Ariffin, Mohd Yahya

    2014-11-01

    This study employed the Model of Technology Preference (MTP) to explain the relationship of the variables as the antecedents of behavioral intention to adopt a social networking site (SNS) for communication. Self-administered questionnaires were distributed to SNS account users using paper-based and web-based surveys that led to 514 valid responses. The data were analyzed using structural equation modeling (SEM). The results show that two out of three attributes of the attribute-based preference (ATRP) affect attitude-based preference (ATTP). The data support the hypotheses that perceived enjoyment and social presence are predictors of ATTP. In this study, the findings further indicated that ATTP has no relationship with the behavioral intention of using SNS, but it has a relationship with the attitude of using SNS. SNS development should provide features that ensure enjoyment and social presence for users to communicate instead of using the traditional face-to-face method of communication. PMID:25405782

  2. Online or Face to Face? A Comparison of Two Methods of Training Professionals

    ERIC Educational Resources Information Center

    Dillon, Kristin; Dworkin, Jodi; Gengler, Colleen; Olson, Kathleen

    2008-01-01

    Online courses offer benefits over face-to-face courses such as accessibility, affordability, and flexibility. Literature assessing the effectiveness of face-to-face and online courses is growing, but findings remain inconclusive. This study compared evaluations completed by professionals who had taken a research update short course either face to…

  3. Web-Based vs. Face-to-Face MBA Classes: A Comparative Assessment Study

    ERIC Educational Resources Information Center

    Brownstein, Barry; Brownstein, Deborah; Gerlowski, Daniel A.

    2008-01-01

    The challenges of online learning include ensuring that the learning outcomes are at least as robust as in the face-to-face sections of the same course. At the University of Baltimore, both online sections and face-to-face sections of core MBA courses are offered. Once admitted to the MBA, students are free to enroll in any combination of…

  4. Examining the Roles of the Facilitator in Online and Face-to-Face PD Contexts

    ERIC Educational Resources Information Center

    Park, Gina; Johnson, Heather; Vath, Richard; Kubitskey, Beth; Fishman, Barry

    2013-01-01

    Online teacher professional development has become an alternative to face-to-face professional development. Such a shift from face-to-face to online professional development, however, brings new challenges for professional development facilitators, whose roles are crucial in orchestrating teacher learning. This paper is motivated by the need to…

  5. Choosing between Online and Face-to-Face Courses: Community College Student Voices

    ERIC Educational Resources Information Center

    Jaggars, Shanna Smith

    2014-01-01

    In this study, community college students discussed their experiences with online and face-to-face learning as well as their reasons for selecting online (rather than face-to-face) sections of specific courses. Students reported lower levels of instructor presence in online courses and that they needed to "teach themselves." Accordingly,…

  6. A Comparison of Face-to-Face and Groupware Meeting Approaches on a Collaborative Writing Project.

    ERIC Educational Resources Information Center

    Perreault, Heidi R.; Moses, Duane R.

    1992-01-01

    Twelve groups of business students met face to face to complete a report; 10 groups used groupware (computerized decision support system). Overall report quality did not differ, although groupware users needed more time. Appearance and appropriate format were rated higher for the face-to-face group, and students found this method easier, faster,…

  7. Comparing Student Outcomes in Blended and Face-to-Face Courses

    ERIC Educational Resources Information Center

    Roscoe, Douglas D.

    2012-01-01

    This article reports on a study of student outcomes in a pair of matched courses, one taught face-to-face and one taught in a blended format, in which students completed most of the work online but met several times face-to-face. Learning objectives, course content, and pedagogical approaches were identical but the mode of instruction was…

  8. The Impact of Face-to-Face Orientation on Online Retention: A Pilot Study

    ERIC Educational Resources Information Center

    Ali, Radwan; Leeds, Elke M.

    2009-01-01

    Student retention in online education is a concern for students, faculty and administration. Retention rates are 20% lower in online courses than in traditional face-to-face courses. As part of an integration and engagement strategy, a face-to-face orientation was added to an online undergraduate business information systems course to examine its…

  9. Can Face-to-Face Mobilization Boost Student Voter Turnout? Results of a Campus Field Experiment

    ERIC Educational Resources Information Center

    Hill, David; Lachelier, Paul

    2014-01-01

    American colleges and universities have an expanding role to play in nurturing political engagement as more youth attend college. Given low voter turnout among college students yet growing experimental evidence that face-to-face mobilization can boost turnout, the experiment reported in this article examined the impact of a face-to-face college…

  10. "No Significant Distance" between Face-to-Face and Online Instruction: Evidence from Principles of Economics

    ERIC Educational Resources Information Center

    Coates, Dennis; Humphreys, Brad, R.; Kane, John; Vachris, Michelle, A.

    2004-01-01

    This paper describes an experiment focused on measuring and explaining differences in students learning between online and face-to-face modes of instruction in college level principles of economics courses. Our results indicate that students in face-to-face sections scored better on the Test of Understanding College Economics (TUCE) than students…

  11. The Challenges of Interfacing between Face-To-Face and Online Instruction.

    ERIC Educational Resources Information Center

    Dabbagh, Nada H.

    2000-01-01

    Discussion of the development and use of Web-based instruction in higher education focuses on issues of course content; technological assumptions; logistical and implementation challenges; interfacing between face-to-face and online learning environments; and the use of a Web-based course management tool to support face-to-face instruction. (LRW)

  12. Highlights from a Literature Review Prepared for the Face to Face Research Project

    ERIC Educational Resources Information Center

    National Literacy Trust, 2010

    2010-01-01

    Between March 2009 and March 2011, Talk To Your Baby has been engaged in a research project, under the title of Face to Face, to identify key messages for parents and carers in relation to communicating with babies and young children, and has examined the most effective ways to promote these messages to parents and carers. The Face to Face project…

  13. Exploring face-to-face and Web-based pedagogy in undergraduate natural resource sciences

    NASA Astrophysics Data System (ADS)

    Mbabaliye, Theogene

    Little has been published about Internet instruction compared to traditional classroom teaching in undergraduate natural resource science (NRS) education. This study hypothesized associations between teaching environments (face-to-face only (FF), Web only (WE), mixed mode (MI)); and teaching philosophy, practices, and perceived course outcomes. A questionnaire was sent to 142 faculty members with experience teaching in these environments in Western US. Sixty percent responded. Data were analyzed using factor analysis and multivariate statistics. Only statistically significant differences are presented. Most respondents were male (68%) 50-59 years old (80%) and tenured (74%). Overall, Web-based instruction was not seen as equivalent to face to face instruction. Adoption of the Internet for teaching was beyond critical mass. Most faculty members ranked their ability to use the Internet as average (27%) or expert (22%). Faculty rarely perceived students' learning experience in a WE course as "better" than FF. Web-based courses were not usually required of majors in the offering department. Faculty age, gender and experience are significant variables in use of some teaching practices. Faculty members who used the Internet favored a constructivist teaching philosophy, while FF and MI instruction tended towards a behaviorist philosophy. Respondents' most frequent teaching practices addressed connections, collaboration, meaning making, and learner autonomy. Collaborative teaching strategies were seldom used in Web-based instruction relative to FF. Learning assessments focused on learner interactions, efforts (individual or groups), and recall. The latter assessment was used less on the Web. Respondents viewed effective teaching in all teaching environments as achieving competency and application of knowledge. Personal experience, resource availability, and feedback were the most important influences on teaching. Resource availability constrained Internet instruction most

  14. Face-to-face interference in typical and atypical development

    PubMed Central

    Riby, Deborah M; Doherty-Sneddon, Gwyneth; Whittle, Lisa

    2012-01-01

    Visual communication cues facilitate interpersonal communication. It is important that we look at faces to retrieve and subsequently process such cues. It is also important that we sometimes look away from faces as they increase cognitive load that may interfere with online processing. Indeed, when typically developing individuals hold face gaze it interferes with task completion. In this novel study we quantify face interference for the first time in Williams syndrome (WS) and Autism Spectrum Disorder (ASD). These disorders of development impact on cognition and social attention, but how do faces interfere with cognitive processing? Individuals developing typically as well as those with ASD (n = 19) and WS (n = 16) were recorded during a question and answer session that involved mathematics questions. In phase 1 gaze behaviour was not manipulated, but in phase 2 participants were required to maintain eye contact with the experimenter at all times. Looking at faces decreased task accuracy for individuals who were developing typically. Critically, the same pattern was seen in WS and ASD, whereby task performance decreased when participants were required to hold face gaze. The results show that looking at faces interferes with task performance in all groups. This finding requires the caveat that individuals with WS and ASD found it harder than individuals who were developing typically to maintain eye contact throughout the interaction. Individuals with ASD struggled to hold eye contact at all points of the interaction while those with WS found it especially difficult when thinking. PMID:22356183

  15. Face to Face or E-Learning in Turkish EFL Context

    ERIC Educational Resources Information Center

    Solak, Ekrem; Cakir, Recep

    2014-01-01

    This purpose of this study was to understand e-learners and face to face learners' views towards learning English through e-learning in vocational higher school context and to determine the role of academic achievement and gender in e-learning and face to face learning. This study was conducted at a state-run university in 2012-2013 academic…

  16. Synthesis and photophysical properties of a "face-to-face" stacked tetracene dimer.

    PubMed

    Liu, Heyuan; Nichols, Valerie M; Shen, Li; Jahansouz, Setarah; Chen, Yuhan; Hanson, Kerry M; Bardeen, Christopher J; Li, Xiyou

    2015-03-01

    A covalently linked tetracene dimer has been prepared and its molecular structure is characterized by (1)H NMR and MALDI-TOF mass spectroscopy, and elemental analysis. The minimized molecular structure reveals that the tetracene subunits in a dimer adopt a "face-to-face" stacked configuration. Its absorption spectrum differs significantly from that of the monomeric counterpart in solution, suggesting the presence of strong interactions between the two tetracene subunits. In solution, the fluorescence spectrum is dominated by a band at around 535 nm, due to an oxidative impurity. In the longer wavelength range, a short-lived lower energy emission can be identified as the intrinsic emission of the dimer. In a polystyrene matrix or at low temperatures, the lifetime of the lower energy emission lengthens and it becomes more prominent. We suggest that the interactions between the two tetracene subunits produce a short-lived, lower energy "excimer-like" state. The fluorescence decays show no observable dependence on an applied magnetic field, and no obvious evidence of significant singlet fission is found in this dimer. This research suggests that even though there are strong electronic interactions between the tetracene subunits in the dimer, singlet fission cannot be achieved efficiently, probably because the formation of "excimer-like" states competes effectively with singlet fission. PMID:25656462

  17. Staying Connected: Computer-Mediated and Face-to-Face Communication in College Students' Dating Relationships.

    PubMed

    Boyle, Andrea M; O'Sullivan, Lucia F

    2016-05-01

    Little is known about the features, depth, and quality of communication in heterosexual dating relationships that include computer-mediated communication (CMC). This study examined these features as well as CMC's potential to facilitate self-disclosure and information-seeking. It also evaluated whether partner CMC interactions play a role in partner intimacy and communication quality. Young adults (N = 359; 18-24) attending postsecondary education institutions completed an online survey about their CMC use. To be included in the study, all participants were in established dating relationships at the time of the study and reported daily communication with their partner. CMC was linked to partners' disclosure of nonintimate information. This personal self-disclosure was linked positively to relationship intimacy and communication quality, beyond contributions from face-to-face interactions. Breadth (not depth) of self-disclosure and positively valenced interactions, in particular, proved key to understanding greater levels of intimacy in dating relationships and better communication quality as a function of CMC. CMC provides opportunities for partners to stay connected and to improve the overall quality of their intimacy and communication. PMID:27148761

  18. Comparison of web-based and face-to-face interviews for application to an anesthesiology training program: a pilot study

    PubMed Central

    Malkin, Mathew R.; Lenart, John; Stier, Gary R.; Gatling, Jason W.; Applegate II, Richard L.

    2016-01-01

    Objectives This study compared admission rates to a United States anesthesiology residency program for applicants completing face-to-face versus web-based interviews during the admissions process. We also explored factors driving applicants to select each interview type. Methods The 211 applicants invited to interview for admission to our anesthesiology residency program during the 2014-2015 application cycle were participants in this pilot observational study. Of these, 141 applicants selected face-to-face interviews, 53 applicants selected web-based interviews, and 17 applicants declined to interview. Data regarding applicants' reasons for selecting a particular interview type were gathered using an anonymous online survey after interview completion. Residency program admission rates and survey answers were compared between applicants completing face-to-face versus web-based interviews. Results One hundred twenty-seven (75.1%) applicants completed face-to-face and 42 (24.9%) completed web-based interviews. The admission rate to our residency program was not significantly different between applicants completing face-to-face versus web-based interviews. One hundred eleven applicants completed post-interview surveys. The most common reasons for selecting web-based interviews were conflict of interview dates between programs, travel concerns, or financial limitations. Applicants selected face-to-face interviews due to a desire to interact with current residents, or geographic proximity to the residency program. Conclusions These results suggest that completion of web-based interviews is a viable alternative to completion of face-to-face interviews, and that choice of interview type does not affect the rate of applicant admission to the residency program. Web-based interviews may be of particular interest to applicants applying to a large number of programs, or with financial limitations. PMID:27039029

  19. A systems view of mother-infant face-to-face communication.

    PubMed

    Beebe, Beatrice; Messinger, Daniel; Bahrick, Lorraine E; Margolis, Amy; Buck, Karen A; Chen, Henian

    2016-04-01

    Principles of a dynamic, dyadic systems view of mother-infant face-to-face communication, which considers self- and interactive processes in relation to one another, were tested. The process of interaction across time in a large low-risk community sample at infant age 4 months was examined. Split-screen videotape was coded on a 1-s time base for communication modalities of attention, affect, orientation, touch, and composite facial-visual engagement. Time-series approaches generated self- and interactive contingency estimates in each modality. Evidence supporting the following principles was obtained: (a) Significant moment-to-moment predictability within each partner (self-contingency) and between the partners (interactive contingency) characterizes mother-infant communication. (b) Interactive contingency is organized by a bidirectional, but asymmetrical, process: Maternal contingent coordination with infant is higher than infant contingent coordination with mother. (c) Self-contingency organizes communication to a far greater extent than interactive contingency. (d) Self- and interactive contingency processes are not separate; each affects the other in communication modalities of facial affect, facial-visual engagement, and orientation. Each person's self-organization exists in a dynamic, homoeostatic (negative feedback) balance with the degree to which the person coordinates with the partner. For example, those individuals who are less facially stable are likely to coordinate more strongly with the partner's facial affect and vice versa. Our findings support the concept that the dyad is a fundamental unit of analysis in the investigation of early interaction. Moreover, an individual's self-contingency is influenced by the way the individual coordinates with the partner. Our results imply that it is not appropriate to conceptualize interactive processes without simultaneously accounting for dynamically interrelated self-organizing processes. (PsycINFO Database

  20. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD... be submitted by a representative payee-applicant; face-to-face interview. Before the Board selects a... listed in § 266.4 of this part. An employee of the Board may also conduct a face-to-face interview...

  1. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD... be submitted by a representative payee-applicant; face-to-face interview. Before the Board selects a... listed in § 266.4 of this part. An employee of the Board may also conduct a face-to-face interview...

  2. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD... be submitted by a representative payee-applicant; face-to-face interview. Before the Board selects a... listed in § 266.4 of this part. An employee of the Board may also conduct a face-to-face interview...

  3. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD... be submitted by a representative payee-applicant; face-to-face interview. Before the Board selects a... listed in § 266.4 of this part. An employee of the Board may also conduct a face-to-face interview...

  4. 77 FR 8328 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-02-14

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will ] be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  5. 77 FR 30591 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-05-23

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face ] Service Methods Project Committee will be conducted...) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will...

  6. 77 FR 40411 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-07-09

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  7. 77 FR 61053 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-05

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  8. 77 FR 47166 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-07

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  9. 77 FR 21157 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-04-09

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted.... (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee...

  10. 77 FR 37101 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-06-20

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  11. 76 FR 78342 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-12-16

    ... Internal Revenue Service Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project... meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted....C. App. (1988) that a meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods...

  12. The transition from face-to-face to online CME facilitation.

    PubMed

    Lockyer, Jocelyn; Sargeant, Joan; Curran, Vernon; Fleet, Lisa

    2006-11-01

    This study examines the experiences of nine medical teachers who transitioned from face-to-face teaching to facilitating a course in an online environment. The authors examined the reasons why the teachers agreed to facilitate an online course, the challenges they encountered and their practical solutions, and the advantages and disadvantages they perceived to this teaching environment. Thirty-minute phone interviews were conducted. An iterative process was used to develop the themes and sub-themes for coding. Teachers reported being attracted to the novelty of the new instructional format and saw online learning as an opportunity to reach different learners. They described two facets to the transition associated with the technical and facilitation aspects of online facilitation. They had to adapt their usual teaching materials and determine how they could make the 'classroom' user friendly. They had to determine ways to encourage interaction and facilitate learning. Lack of participation was frustrating for most. This study has implications for those intending to develop online courses. Teacher selection is important as teachers must invest time in course development and teaching and encourage participation. Teacher support is critical for course design, site navigation and mentoring to ensure teachers facilitate online discussion. PMID:17594554

  13. Wheelchair Seating Assessment and Intervention: A Comparison Between Telerehabilitation and Face-to-Face Service

    PubMed Central

    Barlow, Ingrid G; Liu, Lili; Sekulic, Angela

    2009-01-01

    This study compared outcomes of wheelchair seating and positioning interventions provided by telerehabilitation (n=10) and face-to-face (n=20; 10 in each of two comparison groups, one urban and one rural). Comparison clients were matched to the telerehabilitation clients in age, diagnosis, and type of seating components received. Clients and referring therapists rated their satisfaction and identified if seating intervention goals were met. Clients recorded travel expenses incurred or saved, and all therapists recorded time spent providing service. Wait times and completion times were tracked. Clients seen by telerehabilitation had similar satisfaction ratings and were as likely to have their goals met as clients seen face-to-face; telerehabilitation clients saved travel costs. Rural referring therapists who used telerehabilitation spent more time in preparation and follow-up than the other groups. Clients assessed by telerehabilitation had shorter wait times for assessment than rural face-to-face clients, but their interventions took as long to complete. PMID:25945159

  14. Learning Gains in Introductory Astronomy: Online Can Be as Good as Face-to-Face

    NASA Astrophysics Data System (ADS)

    Margoniner, Vera

    2014-05-01

    Universities and even high schools are moving more and more to online instruction as a cost-effective way to reach more students with fewer resources. This naturally raises the question: Can online learning be effective? (The question is not "Is online learning effective?" because just like face-to-face instruction, online instruction includes a diverse array of techniques.) In this paper I compare online and flipped face-to-face versions of an introductory astronomy course. Both versions were designed around student-centered learning principles, but the specific implementation of these principles varied according to the strengths of each type of instruction. Normalized Hake gains on the Star Properties Concept Inventory (SPCI) were quite similar for both classes: 56% and 58% for the online and flipped face-to-face versions, respectively. The gains obtained by students with low pre-test scores were as good as the ones achieved by students with high pre-test scores.

  15. Comparison of Face-to-Face and Web Surveys on the Topic of Homosexual Rights.

    PubMed

    Liu, Mingnan; Wang, Yichen

    2016-06-01

    Although academic research on homosexuality relies heavily on survey data, there has been limited study of the survey method of asking relevant questions. This study examines the effect of survey mode on responses to questions about homosexual rights. We find significant mode effects among heterosexual respondents, who are more likely to support equal access to employment, military service, adoption, and marriage for homosexual people in face-to-face surveys than in Web surveys. They are also more likely to choose to not respond when face-to-face than online. Homosexual respondents do not show mode effects for either substantive responses or item nonresponse rate. PMID:26566766

  16. Researcher and Researched: The Phenomenology of Change from Face-to-Face to Online Instruction

    ERIC Educational Resources Information Center

    Crawley, Frank E.; Fewell, Martha D.; Sugar, William A.

    2009-01-01

    Online instruction, courses, and degree programs are rising in popularity in higher education and corporations. Novice and experienced instructors face increased demands from administrators and students to teach online, in a higher education environment long noted for face-to-face, residence-based instruction. Viewing the shift from face-to-face…

  17. Combining Face-to-Face Learning with Online Learning in Virtual Worlds

    ERIC Educational Resources Information Center

    Berns, Anke; Gonzalez-Pardo, Antonio; Camacho, David

    2012-01-01

    This paper focuses on the development of videogame-like applications in a 3D virtual environment as a complement to the face-to-face teaching and learning. With the changing role of teaching and learning and the increasing use of "blended learning," instructors are increasingly expected to explore new ways to attend to the needs of their students.…

  18. Extensive Reading in the EFL Classroom: Benefits of a Face-to-Face Collaboration Activity

    ERIC Educational Resources Information Center

    Kirchhoff, Cheryl

    2015-01-01

    Extensive reading is an approach to language education that has shown great promise for foreign language learners to acquire language; however, implementation reveals difficulty in maintaining student motivation to read over long periods of time. This study investigates students' experience of face-to-face talk about books in an extensive reading…

  19. Undergraduate Essay Writing: Online and Face-to-Face Peer Reviews

    ERIC Educational Resources Information Center

    Chong, Mike R.; Goff, Lori; Dej, Kimberly

    2012-01-01

    We implemented two different approaches of using peer review to support undergraduate essay assignments for students taking large second-year courses in life sciences and biology: a web-based online peer review (OPR) approach and a more traditional face-to-face peer review (FPR) approach that was conducted in tutorial settings. The essays…

  20. Construction of Shared Knowledge in Face-to-Face and Computer-Mediated Cooperation.

    ERIC Educational Resources Information Center

    Fischer, Frank; Mandl, Heinz

    This study examined how learners constructed and used shared knowledge in computer-mediated and face-to-face cooperative learning, investigating how to facilitate the construction and use of shared knowledge through dynamic visualization. Forty-eight college students were separated into dyads and assigned to one of four experimental conditions…

  1. Computer-Supported and Face-to-Face Collaboration on Design Tasks

    ERIC Educational Resources Information Center

    Anderson, Tony; Sanford, Alison; Thomson, Avril; Ion, William

    2007-01-01

    The issue of how people's discourse is affected by computer-supported collaborative work (CSCW) tools and shared workspaces was explored by examining collaboration on shared design tasks. Pairs of 28 less experienced and 28 more experienced engineering design students undertook a computer-assisted design task, either face-to-face (FtF) or…

  2. Faculty Best Practices Using Blended Learning in E-Learning and Face-to-Face Instruction

    ERIC Educational Resources Information Center

    Mortera-Gutierrez, Fernando

    2006-01-01

    Presenting a higher education case study from Mexico: "Instituto Tecnologico y de Estudios Superiores de Monterrey" (ITESM-CCM) College, Mexico city campus, describing faculty best and worst practices using a blended learning approach in e-learning and face-to-face instruction. The article comments on conceptual definitions of blended learning,…

  3. Technology Confidence, Competence and Problem Solving Strategies: Differences within Online and Face-to-Face Formats

    ERIC Educational Resources Information Center

    Peterson, Sharon L.; Palmer, Louann Bierlein

    2011-01-01

    This study identified the problem solving strategies used by students within a university course designed to teach pre-service teachers educational technology, and whether those strategies were influenced by the format of the course (i.e., face-to-face computer lab vs. online). It also examined to what extent the type of problem solving strategies…

  4. Increasing Students' Perceived Sociopolitical Empowerment through Online and Face-to-Face Community Psychology Seminars

    ERIC Educational Resources Information Center

    Francescato, Donata; Solimeno, Andrea; Mebane, Minou Ella; Tomai, Manuela

    2009-01-01

    Community psychology theorists underline the importance of promoting sociopolitical empowerment, but few studies have been conducted on the evaluation of the efficacy of empowering programs among university students. The authors report two studies: the first, with 216 psychology majors, compared the efficacy of face-to-face and online community…

  5. Parent Education for Dialogic Reading: Online and Face-to-Face Delivery Methods

    ERIC Educational Resources Information Center

    Beschorner, Beth; Hutchison, Amy

    2016-01-01

    This study explored the impact of a parent education program and the contextual factors that influenced the experiences of families in the program. Seventeen parents completed a 9-week, face-to-face program and 15 parents completed a similar online program. This study was designed as a multiple case study and utilized multimethods for data…

  6. Attitudes of Middle School Students: Learning Online Compared to Face to Face

    ERIC Educational Resources Information Center

    Edwards, Clayton; Rule, Audrey

    2013-01-01

    Education in an online setting is an increasingly popular method of instruction. Previous studies comparing college or high school student performance in online and face-to-face courses found, in most cases, similar achievement between conditions. However, research is lacking regarding middle school students' academic performance and attitudes…

  7. Online Discussions: A Survey of Advantages and Disadvantages Compared to Face-to-Face Discussions.

    ERIC Educational Resources Information Center

    Tiene, Drew

    2000-01-01

    Reports results of surveys of graduate students involved in online class discussions that show a preference for face-to-face experiences in spite of positive reactions to online discussions. Online discussions were perceived as valuable additions to in-class discussions, rather than as an acceptable substitution for them. (Author/LRW)

  8. Two Peas in a Pod? A Comparison of Face-to-Face and Web Based Classrooms

    ERIC Educational Resources Information Center

    Mentzer, Gale; Cryan, JohnRobert; Teclehaimanot, Berhane

    2007-01-01

    This study compared student learning outcomes and student perceptions of and satisfaction with the learning process between two sections of the same class--a web-based section and a traditional face-to-face (f2f) section. Using a quasi-experimental design, students were randomly assigned to the two course sections. Group equivalency was…

  9. Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

    ERIC Educational Resources Information Center

    Makarem, Suzanne C.

    2015-01-01

    University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

  10. Presentation Anxiety Analysis: Comparing Face-to-Face Presentations and Webinars

    ERIC Educational Resources Information Center

    Campbell, Scott

    2015-01-01

    This study is an exploration in the changing landscape of how people deliver presentations in an attempt to determine the advantages and disadvantages of both forms. The study focused on key differences of student expectations and experiences delivering a presentation to an audience in the same location (face-to-face) compared to a presentation…

  11. Time Usage during Face-to-Face and Synchronous Distance Music Lessons

    ERIC Educational Resources Information Center

    Orman, Evelyn K.; Whitaker, Jennifer A.

    2010-01-01

    This study compared face-to-face and videoconference private music lessons of one saxophone and two tuba students. One value of this study is the magnitude of the data analysis. More than 28,800 frames of digital video and verbatim scripts of all lessons were analyzed for time spent engaged in sequential patterns of instruction, performance, focus…

  12. Writing as Involvement: A Case for Face-to-Face Classroom Talk in a Computer Age.

    ERIC Educational Resources Information Center

    Berggren, Anne G.

    The abandonment of face-to-face voice conversations in favor of the use of electronic conversations in composition classes is an issue to be interrogated. In a recent push to "prepare students for the 21st century," teachers are asked to teach computer applications in the humanities--and composition teachers, who will teach writing in computer…

  13. Predicting Outcome of Face-to-Face and Telephone Counselling for Occupational Stress

    ERIC Educational Resources Information Center

    Karatzias, Thanos; Chouliara, Zoe; Power, Kevin; Kilfedder, Catherine

    2011-01-01

    The aim of the present study was to investigate predictors of outcome of counselling, using mean change scores of three outcome measures, at treatment completion and at 4-months follow-up, in a randomised trial of face-to-face (n = 30) versus telephone counselling (n = 30) for occupational stress. Factors associated with treatment outcome were…

  14. A Comparison of Student Views on Web-Based and Face-to-Face Higher Education

    ERIC Educational Resources Information Center

    Sad, Suleyman Nihat; Goktas, Ozlem; Bayrak, Ilhami

    2014-01-01

    The study aimed to describe and compare the perceptions of web-based distance education students and campus-based face-to-face students about the quality of education provided in their programs with regard to variables including gender, marital status, and employment status. A baseline descriptive survey design and complementary "ex post…

  15. Online or Face-to-Face? Students' Experiences and Preferences in E-Learning

    ERIC Educational Resources Information Center

    Paechter, Manuela; Maier, Brigitte

    2010-01-01

    Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning components? These questions were the subject of a research study in a sample of 2196 students from 29 Austrian universities. The students completed a questionnaire on their experiences attending an…

  16. Enhancing Teacher Collaboration Effectiveness of Collaboration in Online and Face-to-Face Learning Formats

    ERIC Educational Resources Information Center

    Tucker, Pamela K.

    2013-01-01

    As a result of the district program evaluation, a follow up on teacher perceptions of an online collaboration versus face to face collaboration approach was deemed necessary. The interviews were conducted with eight teachers from a suburban southwest K-8 public school district. After all teachers had participated in a 10 week program evaluation…

  17. Student Success in Face-to-Face and Distance Teleclass Environments: A Matter of Contact?

    ERIC Educational Resources Information Center

    Deka, Teddi S.; McMurry, Patrick

    2006-01-01

    Learning from a distance continues to gain popularity. An influx of traditional, and even on-campus students attest to its flexibility, but are they equipped to succeed in a low-contact distance environment versus a face-to-face, on-campus environment? This research explored whether several variables including background, preparedness and…

  18. Analysis of the Questions Asked through Digital and Face-to-Face Reference Services

    ERIC Educational Resources Information Center

    Tsuji, Keita; Arai, Shunsuke; Suga, Reina; Ikeuchi, Atsushi; Yoshikane, Fuyuki

    2013-01-01

    In Japan, only a few public libraries provide e-mail reference services. To help public libraries start e-mail reference services, the authors investigated reference questions received by libraries via e-mail and traditional face-to-face services. The authors found that research questions are more frequently observed among e-mail questions and…

  19. Negotiating Common Ground in Computer-Mediated versus Face-to-Face Discussions

    ERIC Educational Resources Information Center

    Vandergriff, Ilona

    2006-01-01

    To explore the impact of the communication medium on building common ground, this article presents research comparing learner use of reception strategies in traditional face-to-face (FTF) and in synchronous computer-mediated communication (CMC). Reception strategies, such as reprises, hypothesis testing and forward inferencing provide evidence of…

  20. Comparing the Effectiveness of Online and Face-to-Face Classes among California Community College Students

    ERIC Educational Resources Information Center

    Cassens, Treisa Sullivan

    2010-01-01

    Over the past decade, online classes have become extensively utilized by higher education. Recent literature found, when focusing on upper level courses and four-year college students, that online classes are as effective as face-to-face classes in serving the curricular needs of students. This study sought to enrich research by examining…

  1. Constructivist Education and Epistemological Development in Online and Face-to-Face Higher Learning Environments

    ERIC Educational Resources Information Center

    Pruitt, Rebecca J.

    2011-01-01

    Scope and Method of Study. This study examined two sections of a course in child development, one online and one face-to-face, to determine similarities and differences between the two related to constructivist education and constructivist processes. Course documents, instructor reflections, online discussion forum text, student-instructor…

  2. Online and Face-to-Face Activities of Non-Native English Speakers

    ERIC Educational Resources Information Center

    Winter, Carmen Susanne

    2013-01-01

    The purpose of this study was to examine non-native English speaking students' activity in face-to-face versus online learning environments. The amount of foreign students in the United States increased by 3% in the academic year 2009-2010 (Open Doors, 2010). Adding close to $20 billion to the USA economy, "higher education is among the…

  3. An Experiment Comparing HBSE Graduate Social Work Classes: Face-to-Face and at a Distance

    ERIC Educational Resources Information Center

    Woehle, Ralph; Quinn, Andrew

    2009-01-01

    This article describes a quasi-experimental comparison of two master's level social work classes delivering content on human behavior in the social environment. One class, delivered face-to-face, was largely synchronous. The other class, delivered using distance technologies, was more asynchronous than the first. The authors hypothesized that…

  4. Comparison of Web-Based and Face-to-Face Standard Setting Using the Angoff Method

    ERIC Educational Resources Information Center

    Katz, Irvin R.; Tannenbaum, Richard J.

    2014-01-01

    Web-based standard setting holds promise for reducing the travel and logistical inconveniences of traditional, face-to-face standard setting meetings. However, because there are few published reports of setting standards via remote meeting technology, little is known about the practical potential of the approach, including technical feasibility of…

  5. Adapting a Face-to-Face Role-Playing Simulation for Online Play

    ERIC Educational Resources Information Center

    Bos, Nathan; Shami, N. Sadat

    2006-01-01

    The rapid acceleration of online course offerings presents a design challenge for instructors who want to take materials developed for face-to-face settings and adapt them for asynchronous online usage. Broadcast lectures are relatively easy to transfer, but adapting content is harder when classes use small-group discussions, as in role-playing or…

  6. In Pursuit of Ethical Research: Studying Hybrid Communities Using Online and Face-to-Face Communications

    ERIC Educational Resources Information Center

    Busher, Hugh; James, Nalita

    2015-01-01

    Hybrid communities using online and face-to-face communications to construct their practices are increasingly part of everyday life amongst people who have easy access to the internet. Researching these communities raises a number of challenges for researchers in the pursuit of ethical research. The paper begins by exploring what is understood by…

  7. Face-to-Face or Distance Training: Two Different Approaches To Motivate SMEs to Learn.

    ERIC Educational Resources Information Center

    Lawless, Naomi; Allan, John; O'Dwyer, Michele

    2000-01-01

    Two approaches to training for small/medium-sized enterprises were compared: a British distance learning program and an Irish program offering face-to-face training for micro-enterprises. Both used constructivist, collaborative, and reflective methods. Advantages and disadvantages of each approach were identified. (SK)

  8. The University Student Experience of Face-to-Face and Online Discussions: Coherence, Reflection and Meaning

    ERIC Educational Resources Information Center

    Ellis, Robert A.; Goodyear, Peter; O'Hara, Agi; Prosser, Michael

    2007-01-01

    This paper reports on an investigation into learning through discussions by undergraduate social work students. Second-year students studying psychology for social work experienced discussions began with face-to-face tutorials, and then continued for some time after online. This study used closed-ended questionnaires to investigate what students…

  9. On-Line vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

    ERIC Educational Resources Information Center

    Said, Hazem; Kirgis, Lauren; Verkamp, Brian; Johnson, Lawrence

    2015-01-01

    This paper investigates students' assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students' ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and…

  10. Effects of Synchronicity and Belongingness on Face-to-Face and Computer-Mediated Constructive Controversy

    ERIC Educational Resources Information Center

    Saltarelli, Andy J.; Roseth, Cary J.

    2014-01-01

    Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning procedure involving…

  11. Comparing Student Learning Outcomes in Face-to-Face and Online Course Delivery

    ERIC Educational Resources Information Center

    Sussman, Stephen; Dutter, Lee

    2010-01-01

    Since the advent of fully online delivery of college-level coursework, a number of issues has preoccupied administrators, educators, and researchers with regard to student learning outcomes or performance vis-a-vis face-to-face delivery. The present study does not seek to demonstrate or to discover which mode of delivery is "superior" or…

  12. Effects of Online/Face-to-Face Professional Development on College Faculty Perceptions of Disabilities

    ERIC Educational Resources Information Center

    Buss, Jennifer

    2015-01-01

    This study was designed to assess the effects of participating in a professional development model that include a face-to-face and online module components. To measure the participants' self-reported knowledge and attitude before and after the professional development would provide information about possible effects of the professional…

  13. Student Learning and Instructor Investment in Online and Face-to-Face Natural Resources Courses

    ERIC Educational Resources Information Center

    Wuellner, Melissa R.

    2013-01-01

    Substantial growth in online education in the United States has prompted questions on the levels of student learning and satisfaction achieved and the amount of instructor time investment required in the online environment compared to the face-to-face (F2F) environment. To date, very few have studied these measurements in science courses, and none…

  14. Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers

    ERIC Educational Resources Information Center

    de Vega, Carolina Armijo; McAnally-Salas, Lewis

    2011-01-01

    The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums,…

  15. Faculty Perceptions of Moving a Face-to-Face Course to Online Instruction

    ERIC Educational Resources Information Center

    Chiasson, Kari; Terras, Katherine; Smart, Kathy

    2015-01-01

    This qualitative study explores the experiences of 10 faculty members who developed and taught an online course that they had previously taught in a face-to-face classroom. The categories from the data analysis included planning, implementation, and reflection. Within the categories, eight themes emerged from the data. The themes addressed…

  16. Learning Style and Effectiveness of Online and Face-to-Face Instruction.

    ERIC Educational Resources Information Center

    Neuhauser, Charlotte

    2002-01-01

    Describes a study that compared two sections of the same course: one online and asynchronous, the other face-to-face. Examined gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades; and concluded that equivalent learning activities can be equally effective for…

  17. Learning Gains in Introductory Astronomy: Online Can Be as Good as Face-to-Face

    ERIC Educational Resources Information Center

    Margoniner, Vera

    2014-01-01

    Universities and even high schools are moving more and more to online instruction as a cost-effective way to reach more students with fewer resources. This naturally raises the question: Can online learning be effective? (The question is not "Is online learning effective?" because just like face-to-face instruction, online instruction…

  18. Grade Performance of Face-to-Face versus Online Agricultural Economics Students

    ERIC Educational Resources Information Center

    Greenway, Gina A.; Makus, Larry D.

    2014-01-01

    Online course offerings have been growing at a rapid pace in post-secondary education. An ordered probit model is estimated to analyze the effects of online vs. face-to-face course format in achieving specific letter grades. An upper-division agricultural economics course taught over 9 years using both formats is used for the analysis. For a…

  19. Comparing Role-Playing Activities in Second Life and Face-to-Face Environments

    ERIC Educational Resources Information Center

    Gao, Fei; Noh, Jeongmin J.; Koehler, Matthew J.

    2009-01-01

    This study compared student performances in role-playing activities in both a face-to-face (FTF) environment and a virtual 3D environment, Second Life (SL). We found that students produced a similar amount of communication in the two environments, but the communication styles were different. In SL role-playing activities, students took more…

  20. When Topics Are Controversial: Is It Better to Discuss Them Face-to-Face or Online?

    ERIC Educational Resources Information Center

    Meyer, Katrina A.

    2006-01-01

    Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others'…

  1. Comparing Student Performance in Online and Face-to-Face Delivery Modalities

    ERIC Educational Resources Information Center

    Helms, Jeffrey L.

    2014-01-01

    The purpose of the research was to compare student performance in an online or face-to-face (F2F) required Psychology course on three distinct sets of variables (i.e., pre-course, course, and post-course variables). Analyses revealed mixed significant and nonsignificant results. Students did not differ in terms of such variables as hours…

  2. Type of Instructional Delivery and Second Language Teacher Candidate Performance: Online versus Face-to-Face

    ERIC Educational Resources Information Center

    Kissau, Scott

    2015-01-01

    Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of…

  3. Overcoming Student Resistance to Group Work: Online Versus Face-to-Face

    ERIC Educational Resources Information Center

    Smith, Glenn Gordon; Sorensen, Chris; Gump, Andrew; Heindel, Allen J.; Caris, Mieke; Martinez, Christopher D.

    2011-01-01

    This study compared student group work experiences in online (OL) versus face-to-face (f2f) sections of the same graduate course, over three years, to determine what factors influence student group work experiences and how do these factors play out in f2f versus OL environments. Surveys and student journals suggest that communication issues,…

  4. A Comparative Study of an Online and a Face-to-Face Chemistry Course

    ERIC Educational Resources Information Center

    Gulacar, Ozcan; Damkaci, Fehmi; Bowman, Charles R.

    2013-01-01

    While online and face-to-face (F2F) courses have been compared in numerous studies, there has been a lack of focus on online chemistry courses. This study was conducted to compare the success of students instructed in an online or F2F general chemistry course for non-majors. One hundred forty six exam questions were categorized according to…

  5. Face-to-Face versus Online Tutoring Support in Humanities Courses in Distance Education

    ERIC Educational Resources Information Center

    Richardson, John T. E.

    2009-01-01

    The experiences of students taking the same courses in the humanities by distance learning were compared when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The Course Experience Questionnaire…

  6. Academic Help-Seeking in Online and Face-to-Face Learning Environments

    ERIC Educational Resources Information Center

    Mahasneh, Randa A.; Sowan, Azizeh K.; Nassar, Yahya H.

    2012-01-01

    This article compares actual help-seeking frequencies across online and face-to-face learning environments. It also examines strategies enacted by nursing students when they faced academic difficulties, reasons for help-seeking avoidance, and the relationship between the frequency of asking questions and achievement. Participants were nursing…

  7. Developing Face-to-Face Argumentation Skills: Does Arguing on the Computer Help?

    ERIC Educational Resources Information Center

    Iordanou, Kalypso

    2013-01-01

    Arguing on the computer was used as a method to promote development of face-to-face argumentation skills in middle schoolers. In the study presented, sixth graders engaged in electronic dialogues with peers on a controversial topic and in some reflective activities based on transcriptions of the dialogues. Although participants initially exhibited…

  8. Psychotherapy Using Distance Technology: A Comparison of Face-to-Face, Video, and Audio Treatment.

    ERIC Educational Resources Information Center

    Day, Susan X; Schneider, Paul L.

    2002-01-01

    This study compared selected process and outcome variables across 3 modes of psychotherapy: face-to-face, real-time video conference, and 2-way audio (analogous to telephone). Results from 80 randomly assigned clients suggested that differences in process and outcome among the 3 treatments were small and clinically promising in comparison with the…

  9. Enhancing a Face-to-Face Course with Online Lectures: Instructional and Pedagogical Issues.

    ERIC Educational Resources Information Center

    Keefe, Thomas

    Since 1999, and as part of an Ameritech grant, the author has systematically investigated use of streaming media to enhance face-to-face classes. Technology invites experimentation but raises questions about such things as student acceptance, student use, academic performance, and what to do with class time when lectures are put online. Students…

  10. Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?

    ERIC Educational Resources Information Center

    Van de Vord, Rebecca; Pogue, Korolyn

    2012-01-01

    Enrollments in online programs are growing, increasing demand for online courses. The perception that teaching online takes more time than teaching face-to-face creates concerns related to faculty workload. To date, the research on teaching time does not provide a clear answer as to the accuracy of this perception. This study was designed to…

  11. Post-Adoption Face-to-Face Contact with Birth Parents: Prospective Adopters' Views

    ERIC Educational Resources Information Center

    Turkington, Selina; Taylor, Brian J.

    2009-01-01

    The trend in adoption since the 1960s has been away from secrecy and towards greater openness; contact through an intermediary, and direct contact by letter, is now widely accepted. More controversial is the challenge of face-to-face contact with birth parents, and social workers involved in the decision-making process find themselves having to…

  12. Comparison of Power Relations within Electronic and Face-to-Face Classroom Discussions: A Case Study.

    ERIC Educational Resources Information Center

    Jeris, Laurel

    2002-01-01

    Online discussions and transcriptions of face-to-face discussions by graduate students (14 online, 14 on campus) were analyzed. Technical support was not available 24 hours a day to online students who were predominantly women. Online discussions were more student-to-student, classroom discussions student-to-teacher. The analysis suggests how…

  13. Face-to-Face vs. Real-Time Clinical Education: No Significant Difference

    ERIC Educational Resources Information Center

    Mohammed, Y. Q.; Waddington, G.; Donnan, P.

    2007-01-01

    The main objective of this pilot research project was to determine whether the use of an internet broadband link to stream physiotherapy clinical education workshop proceedings in "real-time" is of equivalent educational value to the traditional face-to-face experience. This project looked at the benefits of using the above technology as…

  14. Computer Self-Efficacy, Anxiety, and Learning in Online versus Face to Face Medium

    ERIC Educational Resources Information Center

    Hauser, Richard; Paul, Ravi; Bradley, John

    2012-01-01

    The purpose of this research is to examine the relationships between changes to computer self-efficacy (CSE) and computer anxiety and the impact on performance on computer-related tasks in both online and face-to-face mediums. While many studies have looked at these factors individually, relatively few have included multiple measures of these…

  15. Public Speaking Anxiety: Comparing Face-to-Face and Web-Based Speeches

    ERIC Educational Resources Information Center

    Campbell, Scott; Larson, James

    2013-01-01

    This study is to determine whether or not students have a different level of anxiety between giving a speech to a group of people in a traditional face-to-face classroom setting to a speech given to an audience (visible on a projected screen) into a camera using distance or web-based technology. The study included approximately 70 students.…

  16. Distance and Face-to-Face Learning Culture and Values: A Conceptual Analysis

    ERIC Educational Resources Information Center

    Tejeda-Delgado, Carmen; Millan, Brett J.; Slate, John R.

    2011-01-01

    With distance learning increasing in popularity across the country and the world, a review of the extant literature as it relates to distance learning and face-to-face learning is warranted. In particular, this paper examined distance learning, including a historical overview, prevailing themes in past research, and studies relating the importance…

  17. Discourse Markers in Italian as L2 in Face to Face vs. Computer Mediated Settings

    ERIC Educational Resources Information Center

    De Marco, Anna; Leone, Paola

    2013-01-01

    This pilot study aims to highlight a) differences in pragmatic function and distribution of discourse markers (DMs) in computer mediated and face to face (FtF) settings and b) any correlation of DM uses and language competence. The data have been collected by video-recording and analysing three speakers of Italian L2 (language level competence:…

  18. A Comparison of Web-Based and Face-to-Face Functional Measurement Experiments

    ERIC Educational Resources Information Center

    Van Acker, Frederik; Theuns, Peter

    2010-01-01

    Information Integration Theory (IIT) is concerned with how people combine information into an overall judgment. A method is hereby presented to perform Functional Measurement (FM) experiments, the methodological counterpart of IIT, on the Web. In a comparison of Web-based FM experiments, face-to-face experiments, and computer-based experiments in…

  19. Examination of program exposure across intervention delivery modes: face-to-face versus internet

    PubMed Central

    Steele, Rebekah M; Mummery, W Kerry; Dwyer, Trudy

    2007-01-01

    Background There has been increasing interest in the ability of the internet to produce behaviour change. The focus of this study was to describe program exposure across three intervention groups from a randomised trial (RT) comparing traditional face-to-face, internet-mediated (combined internet plus face-to-face), and internet-only program delivery. Methods Baseline and immediately post-intervention survey data, and exposure rates from participants that commenced the RT were included (n = 192). Exposure was defined as either face-to-face attendance, website usage, or a combination of both for the internet-mediated group. Characteristics of participants who were exposed to at least 75% of the program material were explored. Descriptive analysis and logistical regression were used to examine differences between groups for program exposure. Results All groups showed decrease in program exposure over time. Differences were also observed (χ2 = 10.37, p < 0.05), between intervention groups. The internet-mediated (OR = 2.4, 95% CI 1.13–5.1) and internet-only (OR = 2.96, 95% CI 1.38–6.3) groups were more likely to have been exposed to at least 75% of the program compared to the face-to-face group. Participants with high physical activity self-efficacy were 1.82 (95% CI 1.15–2.88) times more likely to have been exposed to 75% of the program, and those allocated to the face-to-face group were less likely to have attended 75% of the face-to-face sessions if they were classified as obese (OR = 0.21 95% CI 0.04–0.96). Conclusion These results suggest that the internet groups were as effective as the face-to-face delivery mode in engaging participants in the program material. However, different delivery methods may be more useful to different sub-populations. It is important to explore which target groups that internet-based programs are best suited, in order to increase their impact. PMID:17352817

  20. Comparing Discourse in Face-to-Face and Synchronous Online Mathematics Teacher Education: Effects on Prospective Teachers' Development of Knowledge for Teaching Statistics with Technology

    ERIC Educational Resources Information Center

    Starling, Tina T.

    2011-01-01

    This comparative study examined discourse and opportunities for interaction in two mathematics education methods classes, one face-to-face and one synchronous, online. Due to the content taught in the course, this study also sought to determine prospective mathematics teachers' understanding of variability and the role of discourse in each…

  1. College Student Effort Expenditure in Online versus Face-to-Face Courses: The Role of Gender, Team Learning Orientation, and Sense of Classroom Community

    ERIC Educational Resources Information Center

    Yang, Yan; Cho, YoonJung; Mathew, Susan; Worth, Sheri

    2011-01-01

    The study investigated the differential impact of sense of classroom community on effort in online versus face-to-face courses while controlling for potential effects of gender and team learning orientation. The interaction effects from ANOVA results suggested a gender difference across the two course delivery formats, with male students expending…

  2. Brief Report: Patterns of Eye Movements in Face to Face Conversation Are Associated with Autistic Traits--Evidence from a Student Sample

    ERIC Educational Resources Information Center

    Vabalas, Andrius; Freeth, Megan

    2016-01-01

    The current study investigated whether the amount of autistic traits shown by an individual is associated with viewing behaviour during a face-to-face interaction. The eye movements of 36 neurotypical university students were recorded using a mobile eye-tracking device. High amounts of autistic traits were neither associated with reduced looking…

  3. A Predictive Study of Learner Satisfaction and Outcomes in Face-to-Face, Satellite Broadcast, and Live Video-Streaming Learning Environments

    ERIC Educational Resources Information Center

    Abdous, M'hammed; Yen, Cherng-Jyh

    2010-01-01

    This study was conducted to assess the predictive relationships among delivery mode (DM), self-perceived learner-to-teacher interaction, self-rated computer skill, prior distance learning experience, and learners' satisfaction and outcomes. Participants were enrolled in courses which used three different DMs: face-to-face, satellite broadcasting,…

  4. An Experimental Study of Cyber Face-to-Face vs. Cyber Text-Based English Tutorial Programs for Low-Achieving University Students

    ERIC Educational Resources Information Center

    Wu, Ejean; Lin, Wen-Chuan; Yang, Shu Ching

    2013-01-01

    This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students…

  5. Teleconference versus Face-to-Face Scientific Peer Review of Grant Application: Effects on Review Outcomes

    PubMed Central

    Gallo, Stephen A.; Carpenter, Afton S.; Glisson, Scott R.

    2013-01-01

    Teleconferencing as a setting for scientific peer review is an attractive option for funding agencies, given the substantial environmental and cost savings. Despite this, there is a paucity of published data validating teleconference-based peer review compared to the face-to-face process. Our aim was to conduct a retrospective analysis of scientific peer review data to investigate whether review setting has an effect on review process and outcome measures. We analyzed reviewer scoring data from a research program that had recently modified the review setting from face-to-face to a teleconference format with minimal changes to the overall review procedures. This analysis included approximately 1600 applications over a 4-year period: two years of face-to-face panel meetings compared to two years of teleconference meetings. The average overall scientific merit scores, score distribution, standard deviations and reviewer inter-rater reliability statistics were measured, as well as reviewer demographics and length of time discussing applications. The data indicate that few differences are evident between face-to-face and teleconference settings with regard to average overall scientific merit score, scoring distribution, standard deviation, reviewer demographics or inter-rater reliability. However, some difference was found in the discussion time. These findings suggest that most review outcome measures are unaffected by review setting, which would support the trend of using teleconference reviews rather than face-to-face meetings. However, further studies are needed to assess any correlations among discussion time, application funding and the productivity of funded research projects. PMID:23951223

  6. Online versus face-to-face biology: A comparison of student transactional distance, approach to learning, and knowledge outcomes

    NASA Astrophysics Data System (ADS)

    Riggins, Mary Erin

    Community colleges are among many other institutions increasing course offerings online, but there is still some concern about the quality of online learning. Educator concerns, a lack of empirical evidence on biology courses offered online, and the need for an equal opportunity for education support the need for clarification of the quality of distance education in biology, especially in the community college setting. Student attitudes, approaches to learning, and performance should all be studied in order to formulate a better evaluation of the quality and effectiveness of online courses (Svirko & Mellanby, 2008). The purpose of this study was to determine whether there were differences in student perceptions of transactional distance, approaches to learning, and student learning outcomes in online versus face-to-face community college introductory biology courses. The results of this investigation indicate that some aspects of transactional distance did affect the participants' desires for deep learning approaches. Also, except for perceptions of student interaction and collaboration, the online and face-to-face course experiences and outcomes seemed similar.

  7. Noise path identification using face-to-face and side-by-side microphone arrangements

    NASA Technical Reports Server (NTRS)

    Atwal, M.; Bernhard, R.

    1984-01-01

    In large complex structures, with several major sound transmission paths and high levels of background noise, it can be a complex task to locate and rank the contribution of an individual sound transmission path. The two microphone acoustic intensity techniques are investigated as a tool for path identification. Laboratory tests indicate that, if the intensity transmitted through a particular section of the fuselage is measured in the presence and absence of flanking paths using the face to face and side by side microphone arrangements, then no significant difference exists between the two measured intensities if the face to face microphone arrangement is used. However, if the side by side arrangement is used, then considerable difference exists between the two measured intensities.

  8. Internet versus face-to-face therapy: emotional self-disclosure issues for young adults.

    PubMed

    Rogers, Vickie L; Griffin, Mary Quinn; Wykle, May L; Fitzpatrick, Joyce J

    2009-10-01

    The purpose of this study was to compare differences in emotional self-disclosure between young adult Internet users who prefer face-to-face therapy to those who prefer Internet therapy. A convenience sample of 328 was recruited from Facebook to complete an online survey. A total of 263 preferred face-to-face therapy (F2FT) while 65 preferred Internet therapy (IT). Significant differences were found with the F2FT group willing to disclose emotions of depression, jealously, anxiety, and fear to a therapist more frequently than the IT group. The majority reported a preference for F2FT over IT. Recommendations for future professional practice and research are included. PMID:19742368

  9. Eye tracking unconscious face-to-face confrontations: dominance motives prolong gaze to masked angry faces.

    PubMed

    Terburg, David; Hooiveld, Nicole; Aarts, Henk; Kenemans, J Leon; van Honk, Jack

    2011-03-01

    In primates, dominance/submission relationships are generally automatically and nonaggressively established in face-to-face confrontations. Researchers have argued that this process involves an explicit psychological stress-manipulation mechanism: Striding with a threatening expression, while keeping direct eye contact, outstresses rivals so that they submissively avert their gaze. In contrast, researchers have proposed a reflexive and implicit modulation of face-to-face confrontation in humans, on the basis of evidence that dominant and submissive individuals exhibit vigilant and avoidant responses, respectively, to facial anger in masked emotional Stroop tasks. However, these tasks do not provide an ecologically valid index of gaze behavior. Therefore, we directly measured gaze responses to masked angry, happy, and neutral facial expressions with a saccade-latency paradigm and found that increased dominance traits predict a more prolonged gaze to (or reluctance to avert gaze from) masked anger. Furthermore, greater non-dominance-related reward sensitivity predicts more persistent gaze to masked happiness. These results strongly suggest that implicit and reflexive mechanisms underlie dominant and submissive gaze behavior in face-to-face confrontations. PMID:21303993

  10. Statistical Mechanics of Temporal and Interacting Networks

    NASA Astrophysics Data System (ADS)

    Zhao, Kun

    In the last ten years important breakthroughs in the understanding of the topology of complexity have been made in the framework of network science. Indeed it has been found that many networks belong to the universality classes called small-world networks or scale-free networks. Moreover it was found that the complex architecture of real world networks strongly affects the critical phenomena defined on these structures. Nevertheless the main focus of the research has been the characterization of single and static networks. Recently, temporal networks and interacting networks have attracted large interest. Indeed many networks are interacting or formed by a multilayer structure. Example of these networks are found in social networks where an individual might be at the same time part of different social networks, in economic and financial networks, in physiology or in infrastructure systems. Moreover, many networks are temporal, i.e. the links appear and disappear on the fast time scale. Examples of these networks are social networks of contacts such as face-to-face interactions or mobile-phone communication, the time-dependent correlations in the brain activity and etc. Understanding the evolution of temporal and multilayer networks and characterizing critical phenomena in these systems is crucial if we want to describe, predict and control the dynamics of complex system. In this thesis, we investigate several statistical mechanics models of temporal and interacting networks, to shed light on the dynamics of this new generation of complex networks. First, we investigate a model of temporal social networks aimed at characterizing human social interactions such as face-to-face interactions and phone-call communication. Indeed thanks to the availability of data on these interactions, we are now in the position to compare the proposed model to the real data finding good agreement. Second, we investigate the entropy of temporal networks and growing networks , to provide

  11. Case 2: Blending Face-to-Face and Distance Learners in a Synchronous Class: Instructor and Learner Experiences.

    ERIC Educational Resources Information Center

    Rogers, P. Clint; Graham, Charles R.; Rasmussen, Rus; Campbell, J. Olin; Ure, Donna M.

    2003-01-01

    Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face-to-face students, as well as by the instructor. (MES)

  12. Learning Environments for Studying Argumentation: Learning Effects of E-Mail and Face-to-Face Study.

    ERIC Educational Resources Information Center

    Marttunen, Miika; Laurinen, Leena

    In a teaching experiment, 16 face-to-face and 11 e-mail Finnish university students engaged in an argumentation course. The 19 students of the control group did not study argumentation. The course involved two lectures, exercises with argumentative texts, and face-to-face or e-mail seminar discussions based on these texts. The topics of the texts…

  13. Effects of Face-to-Face and Computer-Mediated Constructive Controversy on Social Interdependence, Motivation, and Achievement

    ERIC Educational Resources Information Center

    Roseth, Cary J.; Saltarelli, Andy J.; Glass, Chris R.

    2011-01-01

    Cooperative learning capitalizes on the relational processes by which peers promote learning, yet it remains unclear whether these processes operate similarly in face-to-face and online settings. This study addresses this issue by comparing face-to-face and computer-mediated versions of "constructive controversy", a cooperative learning procedure…

  14. An Analysis Comparing Student Knowledge Acquisition in a Traditional Face-to-Face Classroom to a Hybrid Course

    ERIC Educational Resources Information Center

    Murphy, Colleen

    2011-01-01

    A problem exists regarding supportive evidence to determine the differences in student knowledge acquisition at the secondary level between a traditional face-to-face classroom and a hybrid course. The purpose of this quasi-experimental study was to compare student knowledge acquisition in a face-to-face traditional classroom, where direct…

  15. Dynamical networks of person to person interactions from RFID sensor networks

    NASA Astrophysics Data System (ADS)

    Isella, Lorenzo; Cattuto, Ciro; Barrat, Alain

    2010-03-01

    We present a scalable experimental framework for gathering real-time data on face-to-face social interactions with tunable spatial and temporal resolution. We use active Radio Frequency Identification (RFID) devices that assess mutual proximity in a distributed fashion by exchanging low-power radio packets. We show results on the analysis of the dynamical networks of person-to-person interaction obtained in four high- resolution experiments carried out at different orders of magnitude in community size.

  16. Interpersonal brain synchronization in the right temporo-parietal junction during face-to-face economic exchange.

    PubMed

    Tang, Honghong; Mai, Xiaoqin; Wang, Shun; Zhu, Chaozhe; Krueger, Frank; Liu, Chao

    2016-01-01

    In daily life, interpersonal interactions are influenced by uncertainty about other people's intentions. Face-to-face (FF) interaction reduces such uncertainty by providing external visible cues such as facial expression or body gestures and facilitates shared intentionality to promote belief of cooperative decisions and actual cooperative behaviors in interaction. However, so far little is known about interpersonal brain synchronization between two people engaged in naturally occurring FF interactions. In this study, we combined an adapted ultimatum game with functional near-infrared spectroscopy (fNIRS) hyperscanning to investigate how FF interaction impacts interpersonal brain synchronization during economic exchange. Pairs of strangers interacted repeatedly either FF or face-blocked (FB), while their activation was simultaneously measured in the right temporo-parietal junction (rTPJ) and the control region, right dorsolateral prefrontal cortex (rDLPFC). Behaviorally, FF interactions increased shared intentionality between strangers, leading more positive belief of cooperative decisions and more actual gains in the game. FNIRS results indicated increased interpersonal brain synchronizations during FF interactions in rTPJ (but not in rDLPFC) with greater shared intentionality between partners. These results highlighted the importance of rTPJ in collaborative social interactions during FF economic exchange and warrant future research that combines FF interactions with fNIRS hyperscanning to study social brain disorders such as autism. PMID:26211014

  17. Engaging clinicians in motivational interviewing: Comparing online with face-to-face post-training consolidation.

    PubMed

    Clancy, Richard; Taylor, Andrew

    2016-02-01

    Motivational interviewing (MI) is an evidence-based intervention that has been widely recommended in clinical settings where consumer behaviour change is a goal of treatment. Training clinicians in MI, as with other translational endeavours, does not always result in changes to clinical practice. The present study compares two post-training approaches to consolidate MI skills following a training workshop. We randomly assigned 63 clinicians working in mental health or drug and alcohol services to receive either face-to-face group consolidation sessions or to access a series of online consolidation resources. We compared clinician engagement and devised a new instrument to measure clinician outcomes. Participants who completed follow-up consolidation retained knowledge, attitudes, and practices, regardless of consolidation method. Face-to-face consolidation sessions were superior to online materials in engaging participants (mean sessions attended was 2.1 (maximum possible = 3) compared to a mean of 1.38 sessions, respectively (t(61) = -2.73, P = 0.008, d = 0.72, 95% confidence interval: 0.19-1.25). Engagement to the completion of consolidation sessions was also influenced by previous training in MI. For every additional hour of previous MI training, there was a 10% increase in the odds that the participant would complete the final consolidation session. PMID:26767548

  18. Guided Online or Face-to-Face Cognitive Behavioral Treatment for Insomnia: A Randomized Wait-List Controlled Trial

    PubMed Central

    Lancee, Jaap; van Straten, Annemieke; Morina, Nexhmedin; Kaldo, Viktor; Kamphuis, Jan H.

    2016-01-01

    Study Objectives: To compare the efficacy of guided online and individual face-to-face cognitive behavioral treatment for insomnia (CBT-I) to a wait-list condition. Methods: A randomized controlled trial comparing three conditions: guided online; face-to-face; wait-list. Posttest measurements were administered to all conditions, along with 3- and 6-mo follow-up assessments to the online and face-to-face conditions. Ninety media-recruited participants meeting the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) criteria for insomnia were randomly allocated to either guided online CBT-I (n = 30), individual face-to-face CBT-I (n = 30), or wait-list (n = 30). Results: At post-assessment, the online (Cohen d = 1.2) and face-to-face (Cohen d = 2.3) intervention groups showed significantly larger treatment effects than the wait-list group on insomnia severity (insomnia severity index). Large treatment effects were also found for the sleep diary estimates (except for total sleep time), and anxiety and depression measures (for depression only in the face-to-face condition). Face-to-face treatment yielded a statistically larger treatment effect (Cohen d = 0.9) on insomnia severity than the online condition at all time points. In addition, a moderate differential effect size favoring face-to-face treatment emerged at the 3- and 6-mo follow-up on all sleep diary estimates. Face-to-face treatment further outperformed online treatment on depression and anxiety outcomes. Conclusions: These data show superior performance of face-to-face treatment relative to online treatment. Yet, our results also suggest that online treatment may offer a potentially cost-effective alternative to and complement face-to-face treatment. Clinical Trial Registration: Clinicaltrials.gov, NCT01955850. Commentary: A commentary on this article appears in this issue on page 13. Citation: Lancee J, van Straten A, Morina N, Kaldo V, Kamphuis JH. Guided online or face-to-face

  19. A Hybrid Astronomy Course - The Best of Face-to-Face and Online Pedagogy to Create a Very Effective General Astronomy Course

    NASA Astrophysics Data System (ADS)

    Bhavsar, Suketu P.

    2013-01-01

    A hybrid course formally integrates the best pedagogical practices in a face-to-face class with the unique opportunities and flexibility inherent in an on-line class. I will describe a general astronomy course "The Universe in Ten Weeks" that was developed as a hybrid astronomy course at Cal Poly Pomona. Students interacted on a daily basis in discussions and observations. Class meetings were enormously productive and active. The instructor has daily feedback and came to class knowing the issues and questions that the students faced in their reading and on-line discussions. He knew before the face-to-face class meetings what conceptual challenges the students faced and what they wanted to research further. I will describe many of the techniques as well as the syllabus that made this class so successful for student learning.

  20. Can We Talk through a Robot As if Face-to-Face? Long-Term Fieldwork Using Teleoperated Robot for Seniors with Alzheimer's Disease

    PubMed Central

    Kuwamura, Kaiko; Nishio, Shuichi; Sato, Shinichi

    2016-01-01

    This work presents a case study on fieldwork in a group home for the elderly with dementia using a teleoperated robot called Telenoid. We compared Telenoid-mediated and face-to-face conditions with three residents with Alzheimer's disease (AD). The result indicates that two of the three residents with moderate AD showed a positive reaction to Telenoid. Both became less nervous while communicating with Telenoid from the time they were first introduced to it. Moreover, they started to use more body gestures in the face-to-face condition and more physical interactions in the Telenoid-mediated condition. In this work, we present all the results and discuss the possibilities of using Telenoid as a tool to provide opportunities for seniors to communicate over the long term. PMID:27486416

  1. On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

    NASA Astrophysics Data System (ADS)

    Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

    2011-12-01

    On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their

  2. 77 FR 2611 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-18

    ...An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and suggestions on improving customer service at the Internal Revenue...

  3. 77 FR 55525 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-09-10

    ...An open meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee will be conducted. The Taxpayer Advocacy Panel is soliciting public comments, ideas, and suggestions on improving customer service at the Internal Revenue...

  4. [Electronically or face to face - quicker and more facile services for the client].

    PubMed

    Mäkinen, Risto; Jousimaa, Jukkapekka

    2015-01-01

    While many services have moved or are moving to the Net, the standard of activity of the healthcare still continues to be based on booking an appointment and face-to-face consultation. Electronic services may solve the availability problem in basic healthcare. The client and the producer of a health service can meet electronically both synchronically at the same time and non-synchronically, i.e. through communicating at a time that is best suited for each. The asymmetry of information changes when the patient and the professional have access to the same information. The expansion of virtual services presents a challenge to our training, which is based on a chain advancing from anamnesis to status, investigations and treatment plan. PMID:26536723

  5. An evaluation of face-to-face mentoring vs. electronic mentoring

    NASA Astrophysics Data System (ADS)

    Buckingham, Gregg A.

    The purpose of this study was to investigate the impact of a variety of mentoring methods on students' attitudes toward science, academic performance and retention of classroom science material. Subjects for the research were seventy-one biology students at Brevard Community College located in Cocoa, Florida. Two NASA mentors provided real world applications of academic concepts being learned in an introductory biology class. The mentors worked with one class via videoconferencing and with another class in a face-to-face mode. A third class served as a control group. The study took place in the fall, 2001. Results indicated students' attitudes toward science changed over time, with the mentored classes having the higher interest scores on four of five interest subscales. The electronically mentored class had the highest mean on three of the five interest subscales. Student performance was also positively affected in the mentored classes. No significant increased retention of assigned science material was found.

  6. Is internet-based CBT for panic disorder and agoraphobia as effective as face-to-face CBT?

    PubMed

    Kiropoulos, Litza A; Klein, Britt; Austin, David W; Gilson, Kathryn; Pier, Ciaran; Mitchell, Joanna; Ciechomski, Lisa

    2008-12-01

    This study compared Panic Online (PO), an internet-based CBT intervention, to best-practice face-to-face CBT for people with panic disorder with or without agoraphobia. Eighty-six people with a primary diagnosis of panic disorder were recruited from Victoria, Australia. Participants were randomly assigned to either PO (n=46) or best practice face-to-face CBT (n=40). Effects of the internet-based CBT program were found to be comparable to those of face-to-face CBT. Both interventions produced significant reductions in panic disorder and agoraphobia clinician severity ratings, self reported panic disorder severity and panic attack frequency, measures of depression, anxiety, stress and panic related cognitions, and displayed improvements in quality of life. Participants rated both treatment conditions as equally credible and satisfying. Participants in the face-to-face CBT treatment group cited higher enjoyment with communicating with their therapist. Consistent with this, therapists' ratings for compliance to treatment and understanding of the CBT material was higher in the face-to-face CBT treatment group. PO required significantly less therapist time than the face-to-face CBT condition. PMID:18289829

  7. Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls.

    PubMed

    Pea, Roy; Nass, Clifford; Meheula, Lyn; Rance, Marcus; Kumar, Aman; Bamford, Holden; Nass, Matthew; Simha, Aneesh; Stillerman, Benjamin; Yang, Steven; Zhou, Michael

    2012-03-01

    An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents. PMID:22268607

  8. Unidirectional adaptation in tempo in pairs of chimpanzees during simultaneous tapping movement: an examination under face-to-face setup.

    PubMed

    Yu, Lira; Tomonaga, Masaki

    2016-04-01

    Many studies have reported a spontaneous nature to synchronized movement in humans and in non-human primates. However, it is not yet clear whether individuals mutually adapt their movement to each other or whether one individual significantly changes to synchronize with the other. In the current study, we examined a directionality of the tempo adaptation to understand an introductive process of interactional synchrony in pairs of chimpanzees. Four pairs, consisting of five female chimpanzees, produced a finger-tapping movement under a face-to-face experimental setup where both auditory and visual cues of the partner's movement were available. Two test conditions were prepared: alone and paired. An analysis of the tapping tempo depending on condition showed that only one chimpanzee in each pair significantly changed their tapping tempo in the direction of the partner's tapping tempo in the paired condition compared with the alone condition. The current study demonstrated that unidirectional adaptation in tempo occurs in pairs of chimpanzees when they simultaneously produce the tapping movement under auditory and visual interaction. PMID:26795540

  9. Closed-loop dialog model of face-to-face communication with a photo-real virtual human

    NASA Astrophysics Data System (ADS)

    Kiss, Bernadette; Benedek, Balázs; Szijárto, Gábor; Takács, Barnabás

    2004-01-01

    We describe an advanced Human Computer Interaction (HCI) model that employs photo-realistic virtual humans to provide digital media users with information, learning services and entertainment in a highly personalized and adaptive manner. The system can be used as a computer interface or as a tool to deliver content to end-users. We model the interaction process between the user and the system as part of a closed loop dialog taking place between the participants. This dialog, exploits the most important characteristics of a face-to-face communication process, including the use of non-verbal gestures and meta communication signals to control the flow of information. Our solution is based on a Virtual Human Interface (VHI) technology that was specifically designed to be able to create emotional engagement between the virtual agent and the user, thus increasing the efficiency of learning and/or absorbing any information broadcasted through this device. The paper reviews the basic building blocks and technologies needed to create such a system and discusses its advantages over other existing methods.

  10. Face-to-face transfer of wafer-scale graphene films

    NASA Astrophysics Data System (ADS)

    Gao, Libo; Ni, Guang-Xin; Liu, Yanpeng; Liu, Bo; Castro Neto, Antonio H.; Loh, Kian Ping

    2014-01-01

    Graphene has attracted worldwide interest since its experimental discovery, but the preparation of large-area, continuous graphene film on SiO2/Si wafers, free from growth-related morphological defects or transfer-induced cracks and folds, remains a formidable challenge. Growth of graphene by chemical vapour deposition on Cu foils has emerged as a powerful technique owing to its compatibility with industrial-scale roll-to-roll technology. However, the polycrystalline nature and microscopic roughness of Cu foils means that such roll-to-roll transferred films are not devoid of cracks and folds. High-fidelity transfer or direct growth of high-quality graphene films on arbitrary substrates is needed to enable wide-ranging applications in photonics or electronics, which include devices such as optoelectronic modulators, transistors, on-chip biosensors and tunnelling barriers. The direct growth of graphene film on an insulating substrate, such as a SiO2/Si wafer, would be useful for this purpose, but current research efforts remain grounded at the proof-of-concept stage, where only discontinuous, nanometre-sized islands can be obtained. Here we develop a face-to-face transfer method for wafer-scale graphene films that is so far the only known way to accomplish both the growth and transfer steps on one wafer. This spontaneous transfer method relies on nascent gas bubbles and capillary bridges between the graphene film and the underlying substrate during etching of the metal catalyst, which is analogous to the method used by tree frogs to remain attached to submerged leaves. In contrast to the previous wet or dry transfer results, the face-to-face transfer does not have to be done by hand and is compatible with any size and shape of substrate; this approach also enjoys the benefit of a much reduced density of transfer defects compared with the conventional transfer method. Most importantly, the direct growth and spontaneous attachment of graphene on the underlying

  11. Face-to-face transfer of wafer-scale graphene films.

    PubMed

    Gao, Libo; Ni, Guang-Xin; Liu, Yanpeng; Liu, Bo; Castro Neto, Antonio H; Loh, Kian Ping

    2014-01-01

    Graphene has attracted worldwide interest since its experimental discovery, but the preparation of large-area, continuous graphene film on SiO2/Si wafers, free from growth-related morphological defects or transfer-induced cracks and folds, remains a formidable challenge. Growth of graphene by chemical vapour deposition on Cu foils has emerged as a powerful technique owing to its compatibility with industrial-scale roll-to-roll technology. However, the polycrystalline nature and microscopic roughness of Cu foils means that such roll-to-roll transferred films are not devoid of cracks and folds. High-fidelity transfer or direct growth of high-quality graphene films on arbitrary substrates is needed to enable wide-ranging applications in photonics or electronics, which include devices such as optoelectronic modulators, transistors, on-chip biosensors and tunnelling barriers. The direct growth of graphene film on an insulating substrate, such as a SiO2/Si wafer, would be useful for this purpose, but current research efforts remain grounded at the proof-of-concept stage, where only discontinuous, nanometre-sized islands can be obtained. Here we develop a face-to-face transfer method for wafer-scale graphene films that is so far the only known way to accomplish both the growth and transfer steps on one wafer. This spontaneous transfer method relies on nascent gas bubbles and capillary bridges between the graphene film and the underlying substrate during etching of the metal catalyst, which is analogous to the method used by tree frogs to remain attached to submerged leaves. In contrast to the previous wet or dry transfer results, the face-to-face transfer does not have to be done by hand and is compatible with any size and shape of substrate; this approach also enjoys the benefit of a much reduced density of transfer defects compared with the conventional transfer method. Most importantly, the direct growth and spontaneous attachment of graphene on the underlying

  12. The impact of face-to-face educational outreach on diarrhoea treatment in pharmacies.

    PubMed

    Ross-Degnan, D; Soumerai, S B; Goel, P K; Bates, J; Makhulo, J; Dondi, N; Sutoto; Adi, D; Ferraz-Tabor, L; Hogan, R

    1996-09-01

    Private pharmacies are an important source of health care in developing countries. A number of studies have documented deficiencies in treatment, but little has been done to improve practices. We conducted two controlled trials to determine the efficacy of face-to-face educational outreach in improving communication and product sales for cases of diarrhoea in children in 194 private pharmacies in two developing countries. A training guide was developed to enable a national diarrhoea control programme to identify problems and their causes in pharmacies, using quantitative and qualitative research methods. The guide also facilitates the design, implementation, and evaluation of an educational intervention, which includes brief one-on-one meetings between diarrhoea programme educators and pharmacists/owners, followed by one small group training session with all counter attendants working in the pharmacies. We evaluated the short-term impact of this intervention using a before-and-after comparison group design in Kenya, and a randomized controlled design in Indonesia, with the pharmacy as unit of analysis in both countries (n = 107 pharmacies in Kenya; n = 87 in Indonesia). Using trained surrogate patients posing as mothers of a child under five with diarrhoea, we measured sales of oral rehydration salts (ORS); sales of antidiarrhoeal agents; and history-taking and advice to continue fluids and food. We also measured knowledge about dehydration and drugs to treat diarrhoea among Kenyan pharmacy employees after training. Major discrepancies were found at baseline between reported and observed behaviour. For example, 66% of pharmacy attendants in Kenya, and 53% in Indonesia, reported selling ORS for the previous case of child diarrhoea, but in only 33% and 5% of surrogate patient visits was ORS actually sold for such cases. After training, there was a significant increase in knowledge about diarrhoea and its treatment among counter attendants in Kenya, where these

  13. Virtual collaboration: face-to-face versus videoconference, audioconference, and computer-mediated communications

    NASA Astrophysics Data System (ADS)

    Wainfan, Lynne; Davis, Paul K.

    2004-08-01

    As we increase our reliance on mediated communication, it is important to be aware the media's influence on group processes and outcomes. A review of 40+ years of research shows that all media-videoconference, audioconference, and computer-mediated communication--change the context of the communication to some extent, reducing cues used to regulate and understand conversation, indicate participants' power and status, and move the group towards agreement. Text-based computer-mediated communication, the "leanest" medum, reduces status effects, domination, and consensus. This has been shown useful in broadening the range of inputs and ideas. However, it has also been shown to increase polarization, deindividuation, and disinhibition, and the time to reach a conclusion. For decision-making tasks, computer-mediated communication can increase choice shift and the likelihood of more risky or extreme decisions. In both videoconference and audioconference, participants cooperate less with linked collaborators, and shift their opinions toward extreme options, compared with face-to-face collaboration. In videoconference and audioconference, local coalitions can form where participants tend to agree more with those in the same room than those on the other end of the line. There is also a tendency in audioconference to disagree with those on the other end of the phone. This paper is a summary of a much more extensive forthcoming report; it reviews the research literature and proposes strategies to leverage the benefits of mediated communication while mitigating its adverse effects.

  14. Neglect in human communication: quantifying the cost of cell-phone interruptions in face to face dialogs.

    PubMed

    Lopez-Rosenfeld, Matías; Calero, Cecilia I; Fernandez Slezak, Diego; Garbulsky, Gerry; Bergman, Mariano; Trevisan, Marcos; Sigman, Mariano

    2015-01-01

    There is a prevailing belief that interruptions using cellular phones during face to face interactions may affect severely how people relate and perceive each other. We set out to determine this cost quantitatively through an experiment performed in dyads, in a large audience in a TEDx event. One of the two participants (the speaker) narrates a story vividly. The listener is asked to deliberately ignore the speaker during part of the story (for instance, attending to their cell-phone). The speaker is not aware of this treatment. We show that total amount of attention is the major factor driving subjective beliefs about the story and the conversational partner. The effects are mostly independent on how attention is distributed in time. All social parameters of human communication are affected by attention time with a sole exception: the perceived emotion of the story. Interruptions during day-to-day communication between peers are extremely frequent. Our data should provide a note of caution, by indicating that they have a major effect on the perception people have about what they say (whether it is interesting or not . . .) and about the virtues of the people around them. PMID:26039326

  15. Neglect in Human Communication: Quantifying the Cost of Cell-Phone Interruptions in Face to Face Dialogs

    PubMed Central

    Lopez-Rosenfeld, Matías; Calero, Cecilia I.; Fernandez Slezak, Diego; Garbulsky, Gerry; Bergman, Mariano; Trevisan, Marcos; Sigman, Mariano

    2015-01-01

    There is a prevailing belief that interruptions using cellular phones during face to face interactions may affect severely how people relate and perceive each other. We set out to determine this cost quantitatively through an experiment performed in dyads, in a large audience in a TEDx event. One of the two participants (the speaker) narrates a story vividly. The listener is asked to deliberately ignore the speaker during part of the story (for instance, attending to their cell-phone). The speaker is not aware of this treatment. We show that total amount of attention is the major factor driving subjective beliefs about the story and the conversational partner. The effects are mostly independent on how attention is distributed in time. All social parameters of human communication are affected by attention time with a sole exception: the perceived emotion of the story. Interruptions during day-to-day communication between peers are extremely frequent. Our data should provide a note of caution, by indicating that they have a major effect on the perception people have about what they say (whether it is interesting or not . . .) and about the virtues of the people around them. PMID:26039326

  16. Cognitive Behavioural Therapy: From Face to Face Interaction to a Broader Contextual Understanding of Change

    ERIC Educational Resources Information Center

    Jahoda, A.; Dagnan, D.; Kroese, B. Stenfert; Pert, C.; Trower, P.

    2009-01-01

    Cognitive behavioural therapy (CBT) is increasingly used to address the emotional and interpersonal problems of people with ID. There is a limited but promising evidence base supporting this activity. However, these individuals face real and continuing challenges in their lives that have implications for their self and interpersonal perceptions.…

  17. Fostering Face to Face Oral Interaction through Webquests: A Case Study in ESP for Tourism

    ERIC Educational Resources Information Center

    Laborda, Jesus Garcia

    2010-01-01

    Webquests have been used for some time to research a variety of topics. According to Lacina (2007), a webquest is an inquiry-based technology activity designed by Bernie Dodge and Tom March in which information is usually drawn from the Internet, and is a powerful instructional exercise both for teachers and students.Webquests enhance personal and…

  18. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning.

    PubMed

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

  19. Face-to-face or face-to-screen? Undergraduates' opinions and test performance in classroom vs. online learning

    PubMed Central

    Kemp, Nenagh; Grieve, Rachel

    2014-01-01

    As electronic communication becomes increasingly common, and as students juggle study, work, and family life, many universities are offering their students more flexible learning opportunities. Classes once delivered face-to-face are often replaced by online activities and discussions. However, there is little research comparing students' experience and learning in these two modalities. The aim of this study was to compare undergraduates' preference for, and academic performance on, class material and assessment presented online vs. in traditional classrooms. Psychology students (N = 67) at an Australian university completed written exercises, a class discussion, and a written test on two academic topics. The activities for one topic were conducted face-to-face, and the other online, with topics counterbalanced across two groups. The results showed that students preferred to complete activities face-to-face rather than online, but there was no significant difference in their test performance in the two modalities. In their written responses, students expressed a strong preference for class discussions to be conducted face-to-face, reporting that they felt more engaged, and received more immediate feedback, than in online discussion. A follow-up study with a separate group (N = 37) confirmed that although students appreciated the convenience of completing written activities online in their own time, they also strongly preferred to discuss course content with peers in the classroom rather than online. It is concluded that online and face-to-face activities can lead to similar levels of academic performance, but that students would rather do written activities online but engage in discussion in person. Course developers could aim to structure classes so that students can benefit from both the flexibility of online learning, and the greater engagement experienced in face-to-face discussion. PMID:25429276

  20. Knowledge and Perception about Clinical Research Shapes Behavior: Face to Face Survey in Korean General Public.

    PubMed

    Choi, Yun Jung; Beck, Sung-Ho; Kang, Woon Yong; Yoo, Soyoung; Kim, Seong-Yoon; Lee, Ji Sung; Burt, Tal; Kim, Tae Won

    2016-05-01

    Considering general public as potential patients, identifying factors that hinder public participation poses great importance, especially in a research environment where demands for clinical trial participants outpace the supply. Hence, the aim of this study was to evaluate knowledge and perception about clinical research in general public. A total of 400 Seoul residents with no previous experience of clinical trial participation were selected, as representative of population in Seoul in terms of age and sex. To minimize selection bias, every fifth passer-by was invited to interview, and if in a cluster, person on the very right side was asked. To ensure the uniform use of survey, written instructions have been added to the questionnaire. Followed by pilot test in 40 subjects, the survey was administered face-to-face in December 2014. To investigate how perception shapes behavior, we compared perception scores in those who expressed willingness to participate and those who did not. Remarkably higher percentage of responders stated that they have heard of clinical research, and knew someone who participated (both, P < 0.001) compared to India. Yet, the percentage of responders expressed willingness to participate was 39.3%, a significantly lower rate than the result of the India (58.9% vs. 39.3%, P < 0.001). Treatment benefit was the single most influential reason for participation, followed by financial gain. Concern about safety was the main reason for refusal, succeeded by fear and lack of trust. Public awareness and educational programs addressing these negative perceptions and lack of knowledge will be effective in enhancing public engaged in clinical research. PMID:27134486

  1. Knowledge and Perception about Clinical Research Shapes Behavior: Face to Face Survey in Korean General Public

    PubMed Central

    2016-01-01

    Considering general public as potential patients, identifying factors that hinder public participation poses great importance, especially in a research environment where demands for clinical trial participants outpace the supply. Hence, the aim of this study was to evaluate knowledge and perception about clinical research in general public. A total of 400 Seoul residents with no previous experience of clinical trial participation were selected, as representative of population in Seoul in terms of age and sex. To minimize selection bias, every fifth passer-by was invited to interview, and if in a cluster, person on the very right side was asked. To ensure the uniform use of survey, written instructions have been added to the questionnaire. Followed by pilot test in 40 subjects, the survey was administered face-to-face in December 2014. To investigate how perception shapes behavior, we compared perception scores in those who expressed willingness to participate and those who did not. Remarkably higher percentage of responders stated that they have heard of clinical research, and knew someone who participated (both, P < 0.001) compared to India. Yet, the percentage of responders expressed willingness to participate was 39.3%, a significantly lower rate than the result of the India (58.9% vs. 39.3%, P < 0.001). Treatment benefit was the single most influential reason for participation, followed by financial gain. Concern about safety was the main reason for refusal, succeeded by fear and lack of trust. Public awareness and educational programs addressing these negative perceptions and lack of knowledge will be effective in enhancing public engaged in clinical research. PMID:27134486

  2. Atypical brain activation patterns during a face-to-face joint attention game in adults with autism spectrum disorder.

    PubMed

    Redcay, Elizabeth; Dodell-Feder, David; Mavros, Penelope L; Kleiner, Mario; Pearrow, Mark J; Triantafyllou, Christina; Gabrieli, John D; Saxe, Rebecca

    2013-10-01

    Joint attention behaviors include initiating one's own and responding to another's bid for joint attention to an object, person, or topic. Joint attention abilities in autism are pervasively atypical, correlate with development of language and social abilities, and discriminate children with autism from other developmental disorders. Despite the importance of these behaviors, the neural correlates of joint attention in individuals with autism remain unclear. This paucity of data is likely due to the inherent challenge of acquiring data during a real-time social interaction. We used a novel experimental set-up in which participants engaged with an experimenter in an interactive face-to-face joint attention game during fMRI data acquisition. Both initiating and responding to joint attention behaviors were examined as well as a solo attention (SA) control condition. Participants included adults with autism spectrum disorder (ASD) (n = 13), a mean age- and sex-matched neurotypical group (n = 14), and a separate group of neurotypical adults (n = 22). Significant differences were found between groups within social-cognitive brain regions, including dorsal medial prefrontal cortex (dMPFC) and right posterior superior temporal sulcus (pSTS), during the RJA as compared to SA conditions. Region-of-interest analyses revealed a lack of signal differentiation between joint attention and control conditions within left pSTS and dMPFC in individuals with ASD. Within the pSTS, this lack of differentiation was characterized by reduced activation during joint attention and relative hyper-activation during SA. These findings suggest a possible failure of developmental neural specialization within the STS and dMPFC to joint attention in ASD. PMID:22505330

  3. Connectivity: A Framework for Understanding Effective Language Teaching in Face-to-Face and Online Learning Communities

    ERIC Educational Resources Information Center

    Senior, Rose

    2010-01-01

    This is an exploratory paper that uses the construct of connectivity to examine the nature of effective language teaching and learning in both face-to-face and online learning environments. Broader in scope than Siemens' notion of connectivism, the term connectivity accommodates both transmission approaches to teaching and learning and social…

  4. Accuracy of Answers Provided by Digital/Face-to-Face Reference Services in Japanese Public Libraries and Q & A Sites

    ERIC Educational Resources Information Center

    Tsuji, Keita; To, Haruna; Hara, Atsuyuki

    2011-01-01

    We asked the same 60 questions using DRS (digital reference services) in Japanese public libraries, face-to-face reference services and Q & A (question and answer) sites. It was found that: (1) The correct answer ratio of DRS is higher than that of Q & A sites; (2) DRS takes longer to provide answers as compared to Q & A sites; and (3) The correct…

  5. Is the Medium Really the Message? A Comparison of Face-to-Face, Telephone, and Internet Focus Group Venues

    ERIC Educational Resources Information Center

    Gothberg, June; Applegate, Brooks; Reeves, Patricia; Kohler, Paula; Thurston, Linda; Peterson, Lori

    2013-01-01

    With increased use of technology in qualitative research, it is important to understand unintended, unanticipated, and unobvious consequences to the data. Using a side-by-side comparison of face-to-face, telephone, and Internet with video focus groups, we examined the yield differences of focus group venue (medium) to the data (message) rendered…

  6. Study Shows No Difference in Impact between Online and Face-to-Face Professional Learning. Lessons from Research

    ERIC Educational Resources Information Center

    Killion, Joellen

    2014-01-01

    Adopting new curricula presents both a need and an opportunity for professional development to advance teacher content knowledge and instructional practices for achieving curriculum-specific student outcomes. This study examines two modalities of professional development: face-to-face in a summer workshop and online that included two days of…

  7. Blending Synchronous Face-to-Face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar

    ERIC Educational Resources Information Center

    Roseth, Cary; Akcaoglu, Mete; Zellner, Andrea

    2013-01-01

    Online education is often assumed to be synonymous with asynchronous instruction, existing apart from or supplementary to face-to-face instruction in traditional bricks-and-mortar classrooms. However, expanding access to computer-mediated communication technologies now make new models possible, including distance learners synchronous online…

  8. Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

    ERIC Educational Resources Information Center

    Horspool, Agi; Lange, Carsten

    2012-01-01

    This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

  9. The Influence of Learning Style Preferences on Student Success in Online vs. Face-to-Face Environments.

    ERIC Educational Resources Information Center

    Aragon, Steven R.; Johnson, Scott D.; Shaik, Najmuddin

    This study compared the relationship between learning style preferences and learner success of students in an online graduate level instructional design course with an equivalent face-to-face course. Comparisons included motivation maintenance, task engagement, and cognitive controls. Results revealed significant relationships between preferences…

  10. 20 CFR 266.6 - Information to be submitted by a representative payee-applicant; face-to-face interview.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 20 Employees' Benefits 1 2010-04-01 2010-04-01 false Information to be submitted by a representative payee-applicant; face-to-face interview. 266.6 Section 266.6 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE RAILROAD RETIREMENT ACT REPRESENTATIVE PAYMENT § 266.6 Information to be submitted by a representative...

  11. Online and Face-to-Face Language Learning: A Comparative Analysis of Oral Proficiency in Introductory Spanish

    ERIC Educational Resources Information Center

    Moneypenny, Dianne Burke; Aldrich, Rosalie S.

    2016-01-01

    The primary resistance to online foreign language teaching often involves questions of spoken mastery of second language. In order to address this concern, this research comparatively assesses undergraduate students' oral proficiency in online and face-to-face Spanish classes, while taking into account students' previous second language…

  12. The Intersection of Online and Face-to-Face Teaching: Implications for Virtual School Teacher Practice and Professional Development

    ERIC Educational Resources Information Center

    Garrett Dikkers, Amy

    2015-01-01

    This mixed-method study reports perspectives of virtual school teachers on the impact of online teaching on their face-to-face practice. Data from a large-scale survey of teachers in the North Carolina Virtual Public School (n = 214), focus groups (n = 7), and interviews (n = 5) demonstrate multiple intersections between online and face-to-face…

  13. Translating Knowledge through Blended Learning: A Comparative Analysis of Face-to-Face and Blended Learning Methods

    ERIC Educational Resources Information Center

    Golden, Thomas P.; Karpur, Arun

    2012-01-01

    This study is a comparative analysis of the impact of traditional face-to-face training contrasted with a blended learning approach, as it relates to improving skills, knowledge and attitudes for enhancing practices for achieving improved employment outcomes for individuals with disabilities. The study included two intervention groups: one…

  14. Assessing Student Perceptions of the Community of Inquiry Model through Group Collaboration via Online and Face-to-Face Instruction

    ERIC Educational Resources Information Center

    Huang, Hui-Wen

    2011-01-01

    The purpose of this mixed-method study was to assess student perceptions of teaching presence, social presence, and cognitive presence, measured by the Community of Inquiry Scale (Arbaugh et al., 2008), through group collaboration via online and face-to-face instruction. Thirty-seven teacher education students participated in this…

  15. Instructional Strategies for Face-to-Face, Internet-Based, and Hybrid Education: An Action Oriented Case Study

    ERIC Educational Resources Information Center

    Naffziger, Loren Benjamin

    2012-01-01

    With the advent of the Internet and the rapid growth of educational software, high schools are applying new instructional strategies with their students, including online and hybrid education. Hybrid education combines face-to-face encounters with online methods; students attend classroom sessions with their teachers and peers, and they engage…

  16. Factorial Invariance of an Integrated Measure of Classroom Sense of Community in Face-to-Face and Online Courses

    ERIC Educational Resources Information Center

    Cho, YoonJung; Hathcoat, John D.; Bridges, Stacey L.; Mathew, Susan; Bang, Hyeyoung

    2014-01-01

    The aim of the present study was to develop a more integrated measure of classroom sense of community (SOC) while testing factorial invariance of the measurement structure across face-to-face and online courses. We incorporated two existing SOC measures to capture both context-specific and context-general characteristics of SOC and developed an…

  17. Students' Feelings of and Desire for Sense of Community in Face-to-Face and Online Courses

    ERIC Educational Resources Information Center

    Drouin, Michelle; Vartanian, Lesa Rae

    2010-01-01

    In this study, face-to-face (FTF) and online students' (N = 198) feelings of and desire for sense of community (SOC) in their courses were compared. In support of previous research, FTF students felt more SOC than online students. However, overall, relatively few students (FTF or online) expressed desire for SOC. Additionally, regression analyses…

  18. Increasing Anonymity in Peer Assessment by Using Classroom Response Technology within Face-to-Face Higher Education

    ERIC Educational Resources Information Center

    Raes, Annelies; Vanderhoven, Ellen; Schellens, Tammy

    2015-01-01

    Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable…

  19. The Efficacy of Computer-Assisted Instruction versus Face-to-Face Instruction in Academic Libraries: A Systematic Review

    ERIC Educational Resources Information Center

    Zhang, Li; Watson, Erin M.; Banfield, Laura

    2007-01-01

    Studies examining the comparative efficacy of face-to-face and computer assisted library instruction were reviewed. Differences in study methodology and lack of quality made meta-analysis impossible; however, the two methods appear to be equally effective for teaching basic library skills. More research needs to be done to confirm this finding.

  20. A Meta-Analytic and Qualitative Review of Online versus Face-to-Face Problem-Based Learning

    ERIC Educational Resources Information Center

    Jurewitsch, Brian

    2012-01-01

    Problem-based learning (PBL) is an instructional strategy that is poised for widespread application in the current, growing, on-line digital learning environment. While enjoying a track record as a defensible strategy in face-to-face learning settings, the research evidence is not clear regarding PBL in on-line environments. A review of the…

  1. The Effects of Age and Gender on Student Achievement in Face-To-Face and Online College Algebra Classes

    ERIC Educational Resources Information Center

    Amro, Hanan Jamal; Mundy, Marie-Anne; Kupczynski, Lori

    2015-01-01

    Demand for online learning has increased in recent years due to the convenience of course delivery. However, some students appear to have difficulties with online education resulting in lack of completion. The study utilized a quantitative approach with archival data. The factors of achievement and demographics were compared for face-to-face and…

  2. Student Learning Outcomes and Pedagogy in Online and Face-to-Face College English Composition: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Montagne, Lisa

    2012-01-01

    This mixed methods study combined quantitative statistics and qualitative inquiry to determine if any differences exist between how students in face-to-face and online college English composition courses performed on and demonstrated knowledge of the California state curriculum standards, and to explore the online learning environment in this…

  3. Are You a Dream Come True or a Nightmare? Desired Characteristics in the Face to Face and Online Instructor

    ERIC Educational Resources Information Center

    Patton, Aldis; Lesage, Teresa

    2010-01-01

    All instructors would all like to be a "Dream Come True" but unfortunately many come across to their students as a "nightmare". The purpose of this study was to determine the characteristics in effective and successful online and/or face-to-face instructors. Characteristics as perceived by pre-service teachers in each setting…

  4. Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme

    ERIC Educational Resources Information Center

    Vásquez Martínez, Claudio Rafael; Girón, Graciela; Bañuelos, Antonio Ayón

    2012-01-01

    This paper is based on a study of the perceptions of the distance education mode compared with face-to-face teaching on the part of students on the university distance education programme at the University of Antioch over the period from 2001 to 2007. It is not possible to ignore the close links between educational processes and social, economic,…

  5. E-Learning Compared with Face to Face: Differences in the Academic Achievement of Postgraduate Business Students

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.

    2004-01-01

    The use of information technology in higher education has increased significantly over the years. There is a paucity of controlled research which examines differences in electronic learning (EL) and face to face (F2F) learning. This study examined student (n = 1401) performance (final grade) in nine units offered in both F2F and EL mode over the…

  6. MBTI Personality Type and Other Factors that Relate to Preference for Online versus Face-to-Face Instruction

    ERIC Educational Resources Information Center

    Harrington, Rick; Loffredo, Donald A.

    2010-01-01

    Online college classes are being offered at a rate that far exceeds the growth of overall higher education classes. However, much can still be learned about how to create a better online classroom environment by determining why a large percentage of students continue to prefer face-to-face classes. One factor among many that may have an influence…

  7. Examination of a Physical Education Personal Health Science Course: Face-to-Face Classroom Compared to Online Hybrid Instruction

    ERIC Educational Resources Information Center

    Frimming, Renee Elizabeth; Bower, Glenna G.; Choi, Chulhwan

    2013-01-01

    Many studies have compared traditional face-to-face courses to online or distance education courses. The purpose of this study was to examine academic performance, perceptions, and experiences of participants enrolled in different academic learning environments. Pre and Post Content Knowledge Tests and a student evaluation were used to measure…

  8. 12 CFR 221.115 - Accepting a purpose statement through the mail without benefit of face-to-face interview.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... of course. (d) One of the stated purposes of Regulation X (12 CFR part 224) was to prevent the... loan. The Board is of the view that the existence of Regulation X (12 CFR part 224), which makes the... without benefit of face-to-face interview. 221.115 Section 221.115 Banks and Banking FEDERAL...

  9. 12 CFR 221.115 - Accepting a purpose statement through the mail without benefit of face-to-face interview.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... of course. (d) One of the stated purposes of Regulation X (12 CFR part 224) was to prevent the... loan. The Board is of the view that the existence of Regulation X (12 CFR part 224), which makes the... without benefit of face-to-face interview. 221.115 Section 221.115 Banks and Banking FEDERAL...

  10. 12 CFR 221.115 - Accepting a purpose statement through the mail without benefit of face-to-face interview.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... of course. (d) One of the stated purposes of Regulation X (12 CFR part 224) was to prevent the... loan. The Board is of the view that the existence of Regulation X (12 CFR part 224), which makes the... without benefit of face-to-face interview. 221.115 Section 221.115 Banks and Banking FEDERAL...

  11. Integrating Blog and Face-to-Face Instruction into an ESP Course: English for Hospitality and Tourism

    ERIC Educational Resources Information Center

    Shih, Ru-Chu

    2012-01-01

    With the rapid growth of international trade and globalization, English language has been emphasized in Asia countries, thus professionals with a good command of English has become essential and important. This study aimed to establish a blended model combining face-to-face (F2F) instruction for English for Specific Purposes (ESP) course: English…

  12. How and What University Students Learn through Online and Face-to-Face Discussion: Conceptions, Intentions and Approaches

    ERIC Educational Resources Information Center

    Ellis, Robert A.; Goodyear, P.; Prosser, M.; O'Hara, A.

    2006-01-01

    This paper reports a phenomenographic investigation into students' experiences of learning through discussion--both online and face to face (F2F). The study context was a second-year undergraduate course in psychology for social work in which the teacher had designed discussion tasks to begin in F2F mode and to continue online. A combination of…

  13. Performance Gaps between Online and Face-to-Face Courses: Differences across Types of Students and Academic Subject Areas

    ERIC Educational Resources Information Center

    Xu, Di; Jaggars, Shanna S.

    2014-01-01

    Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines the performance gap between online and face-to-face courses and how the size of that gap differs across student subgroups and academic subject areas. While all types of students in the study…

  14. Introducing Teaching Cases with Face-to-Face and Computer-Mediated Discussion: Two Multi-Classroom Quasi-Experiments

    ERIC Educational Resources Information Center

    Bruning, Roger; Siwatu, Kamau O.; Liu, Xiongyi; PytlikZillig, Lisa M.; Horn, Christy; Sic, Stephanie; Carlson, Deborah

    2008-01-01

    Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically…

  15. Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course

    ERIC Educational Resources Information Center

    Johnson, David; Palmer, Chris C.

    2015-01-01

    This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in…

  16. From Face-to-Face to e-Mentoring: Does the "e" Add Any Value for Mentors?

    ERIC Educational Resources Information Center

    Shrestha, Celayne Heaton; May, Steve; Edirisingha, Palitha; Burke, Linda; Linsey, Tim

    2009-01-01

    For many years, face-to-face peer mentoring has been a feature of learning support provided to first-year undergraduate students at one university in the UK. Building on the success of these initiatives, a scheme has been developed at this institution in which first-year undergraduates are mentored by second- and third-year students through a…

  17. Learning through Face-to-Face and Online Discussions: Associations between Students' Conceptions, Approaches and Academic Performance in Political Science

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert; Goodyear, Peter; Piggott, Leanne

    2010-01-01

    This paper reports on research investigating student experiences of learning through face-to-face and online discussions in a political science course in a large Australian university. Using methodologies from relational research into university student learning, the study investigates associations between key aspects of student learning focusing…

  18. An Online Premium? Characteristics and Performance of Online versus Face-to-Face Students in Principles of Microeconomics

    ERIC Educational Resources Information Center

    Dendir, Seife

    2016-01-01

    The author uses data from two Principles of Microeconomics courses to examine differences in characteristics and performance of online versus face-to-face students. The analysis indicates that even in a traditional institution, the two delivery modes may be serving students with distinctly different backgrounds and characteristics. In terms of…

  19. Ariadne's Thread: Using Social Presence Indices to Distinguish Learning Events in Face-to-Face and ICT-Rich Settings

    ERIC Educational Resources Information Center

    Baskin, Colin; Henderson, Michael

    2005-01-01

    Drawing on ancient Greek mythology, this article traces the learning experiences of 164 pre-service education students as they make the transition from a conventional face-to-face (f-2-f) learning environment to an Information and Communication Technology (ICT) rich setting. Influenced by Social Presence Theory (Short, Williams & Christie, 1976)…

  20. A Large Sample Comparison of Grade Based Student Learning Outcomes in Online vs. Face-to-Face Courses

    ERIC Educational Resources Information Center

    Cavanaugh, Joseph K.; Jacquemin, Stephen J.

    2015-01-01

    Comparisons of grade based learning outcomes between online and face-to-face course formats have become essential because the number of online courses, online programs and institutional student enrollments have seen rapid growth in recent years. Overall, online education is largely viewed by education professionals as being equivalent to…

  1. Patterns of Physics Reasoning in Face-to-Face and Online Forum Collaboration around a Digital Game

    ERIC Educational Resources Information Center

    Van Eaton, Grant; Clark, Douglas B.; Smith, Blaine E.

    2015-01-01

    Students playing digital learning games in the classroom rarely play alone, even in digital games that are ostensibly "single-player" games. This study explores the patterns of physics reasoning that emerge in face-to-face and online forum collaboration while students play a physics-focused educational game in their classroom. We…

  2. Online versus Face-to-Face Accounting Education: A Comparison of CPA Exam Outcomes across Matched Institutions

    ERIC Educational Resources Information Center

    Morgan, John Daniel

    2015-01-01

    Programmatic-level comparisons are made between the certified public accountant (CPA) exam outcomes of two types of accounting programs: online or distance accounting programs and face-to-face or classroom accounting programs. After matching programs from each group on student selectivity at admission, the two types of programs are compared on CPA…

  3. A Comparison of Online versus Face-to-Face Teaching Delivery in Statistics Instruction for Undergraduate Health Science Students

    ERIC Educational Resources Information Center

    Lu, Fletcher; Lemonde, Manon

    2013-01-01

    The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The…

  4. Effectiveness of Integrating Case Studies in Online and Face-to-Face Instruction of Pathophysiology: A Comparative Study

    ERIC Educational Resources Information Center

    Saleh, Suha M.; Asi, Yara M.; Hamed, Kastro M.

    2013-01-01

    Due to growing demand from students and facilitated by innovations in educational technology, institutions of higher learning are increasingly offering online courses. Subjects in the hard sciences, such as pathophysiology, have traditionally been taught in the face-to-face format, but growing demand for preclinical science courses has compelled…

  5. Underpinning Principles of Adult Learning in Face to Face (f2f) Meetings Employed by Distance-Teaching Universities

    ERIC Educational Resources Information Center

    Gravani, Maria N.; Karagiorgi, Yiasemina

    2014-01-01

    The study presented in this article explores the application of the principles of adult learning in the face to face (f2f) meetings organised within the context of blended learning courses. The study adopts a case study approach, employing qualitative data collection through semi-structured interviews with participants in four thematic units in…

  6. Participation in Online and Face-to-Face Discussions: Perceptions of Female Saudi Students in the United States

    ERIC Educational Resources Information Center

    Alanazy, Manal M.

    2013-01-01

    In 2005, the Saudi government started a new scholarship program that sent many female and male students to some Western countries including the United States of America. When Saudi female students enroll in universities in the United States and register for mixed-gender (face-to-face and online) classes, they have to participate in the classroom.…

  7. Blending Face-to-Face Higher Education with Web-Based Lectures: Comparing Different Didactical Application Scenarios

    ERIC Educational Resources Information Center

    Montrieux, Hannelore; Vangestel, Sandra; Raes, Annelies; Matthys, Paul; Schellens, Tammy

    2015-01-01

    Blended learning as an instructional approach is getting more attention in the educational landscape and has been researched thoroughly. Yet, this study reports the results of an innovation project aiming to gain insight into three different scenarios of applying web-based lectures: as preparation for face-to-face practical exercises, as a…

  8. The Challenges of Blending a Face-to-Face Laboratory Experience with a Televised Distance Education Course

    ERIC Educational Resources Information Center

    LeDrew, June; Cummings-Vickaryous, Bonnie

    2010-01-01

    This article describes the practical challenges faced by instructors who must blend a face-to-face laboratory experience into a distance education course. This issue is discussed in the context of an ongoing kinesiology and health course that includes a mandatory physical activity laboratory experience. The challenges that have arisen around this…

  9. Contagion in the Classroom: Or, What Empathy Can Teach Us about the Importance of Face-to-Face Learning

    ERIC Educational Resources Information Center

    Major, William

    2014-01-01

    Debates over online education versus old-school brick-and mortar, face-to-face instruction generally go in one of several directions, often at the same time. Advocates for online instruction might point to the freedom it provides the learner who can advance at his or her own pace, retrieving and reviewing materials, attending "lectures,"…

  10. Blended Online and Face-to-Face Learning: A Pilot Project in the Faculty of Education, Eduardo Mondlane University

    ERIC Educational Resources Information Center

    Muianga, Xavier

    2005-01-01

    This paper is about the introduction of blended online and face-to-face learning to the Faculty of Education at Eduardo Mondlane University (EMU) in Mozambique. The main objective of the intervention was to explore the use of a course management system (CMS) within a flexible, student-centred teaching and learning strategy. The author selected two…

  11. A Comparison of a Sociocultural and Chronological Approach to Music Appreciation in Face-to-Face and Online Instructional Formats

    ERIC Educational Resources Information Center

    Eakes, Kevin

    2009-01-01

    The purpose of this study was to investigate whether differences exist with regard to music achievement, music self-concept, or student course satisfaction among students enrolled in four different sections of an undergraduate music appreciation course taught from chronological or sociocultural approaches in online or face-to-face formats.…

  12. Interdyad Differences in Early Mother-Infant Face-to-Face Communication: Real-Time Dynamics and Developmental Pathways

    ERIC Educational Resources Information Center

    Lavelli, Manuela; Fogel, Alan

    2013-01-01

    A microgenetic research design with a multiple case study method and a combination of quantitative and qualitative analyses was used to investigate interdyad differences in real-time dynamics and developmental change processes in mother-infant face-to-face communication over the first 3 months of life. Weekly observations of 24 mother-infant dyads…

  13. A Retrospective Look at Replacing Face-to-Face Embryology Instruction with Online Lectures in a Human Anatomy Course

    ERIC Educational Resources Information Center

    Beale, Elmus G.; Tarwater, Patrick M.; Lee, Vaughan H.

    2014-01-01

    Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology…

  14. Face-to-Face versus Online Tutorial Support in Distance Education: Preference, Performance, and Pass Rates in Students with Disabilities

    ERIC Educational Resources Information Center

    Richardson, John T. E.

    2016-01-01

    This study examined the experiences of students taking the same courses in the humanities by distance learning when tutorial support was provided conventionally (using limited face-to-face sessions with some contact by telephone and email) or online (using a combination of computer-mediated conferencing and email). The results showed that, given a…

  15. Innovative, High-Pressure, Cryogenic Control Valve: Short Face-to-Face, Reduced Cost

    NASA Technical Reports Server (NTRS)

    2002-01-01

    A control valve that can throttle high-pressure cryogenic fluid embodies several design features that distinguish it over conventional valves designed for similar applications. Field and design engineers worked together to create a valve that would simplify installation, trim changes, and maintenance, thus reducing overall cost. The seals and plug stem packing were designed to perform optimally in cryogenic temperature ranges. Unlike conventional high-pressure cryogenic valves, the trim size can be changed independent of the body. The design feature that provides flexibility for changing the trim is a split body. The body is divided into an upper and a lower section with the seat ring sandwiched in between. In order to maintain the plug stem packing at an acceptable sealing temperature during cryogenic service, heat-exchanging fins were added to the upper body section. The body is made of stainless steel. The seat ring is made of a nickel-based alloy having a coefficient of thermal expansion less than that of the body material. Consequently, when the interior of the valve is cooled cryogenically, the body surrounding the seat ring contracts more than the seat ring. This feature prevents external leakage at the body-seat joint. The seat ring has been machined to have small, raised-face sealing surfaces on both sides of the seal groove. These sealing surfaces concentrate the body bolt load over a small area, thereby preventing external leakage. The design of the body bolt circle is different from that of conventional highpressure control valves. Half of the bolts clamp the split body together from the top, and half from the bottom side. This bolt-circle design allows a short, clean flow path, which minimizes frictional flow losses. This bolt-circle design also makes it possible to shorten the face-toface length of the valve, which is 25.5 in. (65 cm). In contrast, a conventional, high-pressure control valve face-to-face dimension may be greater than 40 in. (>1 m

  16. A retrospective analysis of the effect of discussion in teleconference and face-to-face scientific peer-review panels

    PubMed Central

    Carpenter, Afton S; Sullivan, Joanne H; Deshmukh, Arati; Glisson, Scott R; Gallo, Stephen A

    2015-01-01

    Objective With the use of teleconferencing for grant peer-review panels increasing, further studies are necessary to determine the efficacy of the teleconference setting compared to the traditional onsite/face-to-face setting. The objective of this analysis was to examine the effects of discussion, namely changes in application scoring premeeting and postdiscussion, in these settings. We also investigated other parameters, including the magnitude of score shifts and application discussion time in face-to-face and teleconference review settings. Design The investigation involved a retrospective, quantitative analysis of premeeting and postdiscussion scores and discussion times for teleconference and face-to-face review panels. The analysis included 260 and 212 application score data points and 212 and 171 discussion time data points for the face-to-face and teleconference settings, respectively. Results The effect of discussion was found to be small, on average, in both settings. However, discussion was found to be important for at least 10% of applications, regardless of setting, with these applications moving over a potential funding line in either direction (fundable to unfundable or vice versa). Small differences were uncovered relating to the effect of discussion between settings, including a decrease in the magnitude of the effect in the teleconference panels as compared to face-to-face. Discussion time (despite teleconferences having shorter discussions) was observed to have little influence on the magnitude of the effect of discussion. Additionally, panel discussion was found to often result in a poorer score (as opposed to an improvement) when compared to reviewer premeeting scores. This was true regardless of setting or assigned reviewer type (primary or secondary reviewer). Conclusions Subtle differences were observed between settings, potentially due to reduced engagement in teleconferences. Overall, further research is required on the psychology of

  17. A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

    PubMed Central

    Nicklen, Peter; Rivers, George; Foo, Jonathan; Ooi, Ying Ying; Reeves, Scott; Walsh, Kieran; Ilic, Dragan

    2015-01-01

    Background Blended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear. Objective This study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program. Methods The economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost. Results The incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a

  18. A comparison of student performance in human development classes using three different modes of delivery: Online, face-to-face, and combined

    NASA Astrophysics Data System (ADS)

    Kalsow, Susan Christensen

    1999-11-01

    The problem. The dual purposes of this research were to determine if there is a difference in student performance in three Human Development classes when the modes of delivery are different and to analyze student perceptions of using Web-based learning as all or part of their course experience. Procedures. Data for this study were collected from three Human Development courses taught at Drake University. Grades from five essays, projects, and overall grades were used in the three classes and analyzed using a single factor analysis of variance to determine if there was a significant difference. Content analysis was used on the evaluation comments of the participants in the online and combined classes to determine their perceptions of Web-based learning. Findings. The single factor analysis of variance measuring student performance showed no significant difference among the online, face-to-face, and combined scores at the .05 level of significance, however, the difference was significant at the .06. The content analysis of the online and combined course showed the three major strengths of learning totally or partly online to be increased comfort in using the computer, the quality of the overall experience, and convenience in terms of increased access to educational opportunities. The barriers included lack of human interaction and access to the professor. Conclusions. The study indicates that Web-based learning is a viable option for postsecondary educational delivery in terms of student performance and learning. On the average, performance is at least as good as performance in traditional face-to-face classrooms. Improved performance, however, is contingent on adequate access to equipment, faculty skill in teaching using a new mode of delivery, and the personality of the student. The convenient access to educational opportunities and becoming more comfortable with technology are benefits that were important to these two groups. Web-based learning is not for everyone

  19. [Remote versus face-to-face monitoring for implantable cardiac devices: rationale and design of the PORTLink (PORTuguese Research on Telemonitoring with CareLink) trial].

    PubMed

    Oliveira, Mário; Fernandes, Milene; Primo, João; Reis, Hipólito; Nicola, Paulo

    2013-12-01

    With expanding indications for cardiac implantable electronic devices (CIEDs) capable of treating bradycardias, complex cardiac tachyarrhythmias and heart failure, the number of patients requiring regular long-term specialized care is growing rapidly. Currently, routine face-to-face follow-up consultations for patients with CIEDs are a significant burden on hospital services. Remote telemonitoring appears to offer a safe and effective alternative to conventional follow-up in this area. The Medtronic CareLink Network enables remote monitoring of CIED patients, and thus has the potential to improve the efficiency of medical care in this population. The objective of the PORTLink (PORTuguese Research on Telemonitoring with CareLink) multicenter randomized trial is to assess the safety, efficacy and costs of remote CIED monitoring compared to traditional face-to-face follow-up. It will evaluate aspects such as physicians' and patients' acceptance of and satisfaction with reviewing device data via the website, the complexity for troubleshooting calls to the support center, the use of emergency resources by symptomatic patients, the incidence of unscheduled consultations after remote interrogations, levels of anxiety, depression and quality of life, and the main resources used by the CareLink system. Approximately 200 patients will be randomized in up to five centers, with clinical follow-up of 12 months. Enrollment began in 2012 and is expected to be completed in early 2014. PMID:24280079

  20. Recruiting men who have sex with men on Craigslist.org for face-to-face assessments: Implications for research

    PubMed Central

    Grov, Christian; Ventuneac, Ana; Rendina, H. Jonathon; Jimenez, Ruben H.; Parsons, Jeffrey T.

    2012-01-01

    We adapted time-space sampling to enroll men who have sex with men (MSM) off Craigslist.org for face-to-face interviews. Men responding to our ads (n=322) were instructed to either complete an online pre-screening survey (to determine preliminary eligibility) or call our office directly. Of those taking further initiative to enroll, 29% (n=41) called directly and 71% (n=101) opted to first complete the online survey. Participants scheduled via online pre-screening were more likely to present for their face-to-face assessment than men deemed eligible directly via phone screening (72.3% vs. 47.1%). Online pre-screening was a useful tool to offer potential participants when recruiting on Craigslist and improved study enrollment. PMID:23073646

  1. Infidelity in Dating Relationships: Gender-Specific Correlates of Face-to-Face and Online Extradyadic Involvement.

    PubMed

    Martins, Alexandra; Pereira, Marco; Andrade, Rita; Dattilio, Frank M; Narciso, Isabel; Canavarro, Maria Cristina

    2016-01-01

    This study examined the gender-specific correlates of face-to-face and online extradyadic involvement (EDI) in dating relationships. The sample consisted of 561 women (M age = 23.19 years) and 222 men (M age = 23.97 years), all of whom reported being in an exclusive dating relationship for an average of 35 months. Participants completed the following self-report measures: Extradyadic Behavior Inventory, Attitudes toward Infidelity Scale, and Investment Model Scale. During the current relationship, men were more likely than women to report engagement in face-to-face physical/sexual EDI (23.4 vs. 15.5 %) and online sexual EDI (15.3 vs. 4.6 %). Both men and women with a history of infidelity in a prior relationship were more likely to engage in EDI. More positive attitudes toward infidelity, lower relationship satisfaction, lower commitment, and higher quality of alternatives were significantly associated with EDI, regardless of gender. Women reporting infidelity of a partner in a prior relationship were more likely to engage in face-to-face and online emotional EDI; a longer relationship and a younger age at the first sexual encounter were significant correlates of the engagement in face-to-face emotional EDI. Women with higher education were approximately three times more likely to engage in online sexual EDI. Although men and women are converging in terms of overall EDI, men still report higher engagement in physical/sexual extradyadic behaviors, and the correlates of sexual and emotional EDI vary according to gender. This study contributes to a comprehensive approach of factors influencing the likelihood of EDI and encourages future research in this area. PMID:26194971

  2. Web-enhanced and face-to-face classroom instructional methods: effects on course outcomes and student satisfaction.

    PubMed

    Salyers, Vincent L

    2005-01-01

    Web-enhanced courses are increasingly popular for providing rich learning experiences and greater flexibility in achieving course outcomes. As technology emerges as an adjunct to face-to-face teaching methodologies, nursing educators are compelled to determine to what extent students are able to meet course objectives when technology is used to enhance the classroom experience. Graduate nursing students enrolled in face-to-face and web-enhanced sections of a course were evaluated on technical ability, learning style, learning outcomes, and course satisfaction. There was no difference on technical ability and learning outcomes. Overall, students in the web-enhanced section were more satisfied with the course, and reported advantages such as greater flexibility in scheduling, less travel, and greater independence and self-pacing of content. The data suggest that web-enhanced courses can provide a valid alternative to more traditional face-to-face classroom formats, and may remove some of the barriers to pursuing advanced nursing degrees. PMID:16646924

  3. Concordance and time estimation of store-and-forward mobile teledermatology compared to classical face-to-face consultation.

    PubMed

    Nami, Niccolò; Massone, Cesare; Rubegni, Pietro; Cevenini, Gabriele; Fimiani, Michele; Hofmann-Wellenhof, Rainer

    2015-01-01

    Smartphones have overcome the limitations of image quality seen in older devices and opened a new field of telemedicine called "mobile teledermatology". Technological advances and the need to reduce health service costs will strongly promote the development of telemedicine. For this reason, we evaluated the concordance between store-and-forward mobile teledermatology and the classical face-to-face dermatological visit. We also measured the time taken to submit a teleconsultation using a smartphone. Before conventional face-to-face visit, a final-year resident of the three-year course for general practitioners collected medical history, took digital images of skin diseases with a smartphone and, measuring the time required to complete this operation, transmitted them to an expert teledermatologist. In 391 patients we obtained a concordance between face-to-face and store-and-forward diagnosis of 91.05% (Cohen κ coefficient = 0.906). On average only few minutes needs to be added to a normal visit to transmit the cases to an expert teledermatologist. PMID:24889827

  4. Self-esteem, interpersonal risk, and preference for e-mail to face-to-face communication.

    PubMed

    Joinson, Adam N

    2004-08-01

    The media choices made by high and low self-esteem Internet users were studied using web-based methodology (n = 265). Participants were asked to rank four media (face-to-face, e-mail, letter, and telephone) in order of preference across four different communication scenarios designed to pose an interpersonal risk. The level of interpersonal risk posed by two of the scenarios (asking for a pay rise and asking for a date) were also experimentally manipulated by randomly allocating participants to a 25%, 50%, or 75% chance of rejection. Low self-esteem users (LSE) showed a significant preference toward e-mail communication compared to high self-esteem users (HSE). This pattern was reversed for face-to-face preferences. Similarly, a greater chance of rejection in a scenario led to e-mail being preferred to face-to-face communication. The results are discussed in light of both the strategic use of different media and the motivated Internet user. PMID:15331035

  5. AIDS and behavioural risk factors in women in inner city Baltimore: a comparison of telephone and face to face surveys.

    PubMed Central

    Nebot, M; Celentano, D D; Burwell, L; Davis, A; Davis, M; Polacsek, M; Santelli, J

    1994-01-01

    STUDY OBJECTIVE--The study aimed to investigate the influence the mode of administration of a questionnaire (telephone or face to face) on reports of sexual behaviour and attitudes of HIV risk among woman of reproductive age. DESIGN--Two cross sectional surveys--one, a modified random digit dialing telephone survey, the second, a face to face street sample--were carried out by the same interviewers using similar questionnaires in the same neighbourhoods. SETTING AND PARTICIPANTS--Two socially deprived, inner city neighbourhoods of Baltimore City were assessed in early 1990 before a community health intervention was carried out in one of them. Women between 17 and 35 years were surveyed. MAIN RESULTS--Altogether 775 and 416 women in the target age group were interviewed by telephone and face to face methods: the response rates were 66.4% and 77% respectively. Telephone respondents tended to be older, had more education, were more often married, were less likely to live in subsidised housing, and were more likely to report HIV testing. The proportions of respondents who reported a previous abortion and had had a surgical sterilisation were higher among the telephone respondents (34.7% v 24.1% and 26.4% v 20.6%, respectively). With regard to sexual risk behaviour, the only statistically significant differences were found in the proportion who reported having used drugs (10.6% of the face to face v 2.4% of the telephone sample) or alcohol (30.5% v 16.3%) at last sexual intercourse. The observed method effect on these variables remained unchanged after adjusting for age, education, employment, and marital status. This effect was even stronger for a subgroup of face to face respondents who reported not having a telephone at home. The adjusted odds ratios for reporting alcohol consumption and use of drugs at the last sexual encounter in this group compared with the telephone respondents were 3.7 (2.1, 6.6) and 14.1 (5.7, 34.5) respectively. CONCLUSIONS--Despite the

  6. A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings

    ERIC Educational Resources Information Center

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

  7. A Blended Learning Approach to Teaching Foreign Policy: Student Experiences of Learning through Face-to-Face and Online Discussion and Their Relationship to Academic Performance

    ERIC Educational Resources Information Center

    Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Piggott, Leanne

    2011-01-01

    This article presents research on students' experiences of learning through a blend of face-to-face and online discussion. The participants in our study were students enrolled in a foreign policy course at a major Australian university. Students' conceptions of learning through discussion, and their approaches to both face-to-face and online…

  8. The Role of Focus Group Venue: A Comparative Study of Face-to-Face, Telephone, and Internet Video-Based Venues

    ERIC Educational Resources Information Center

    Gothberg, June E.

    2012-01-01

    The purpose of this study was to examine the equivalence or non-inferiority for comparisons of telephone focus group venue to face-to-face focus group venue, Internet video-based focus group venue to face-to-face focus group venue, and Internet video-based focus group venue to telephone focus group venue. Research questions examined the…

  9. Testing the Benefits of Blended Education: Using Social Technology to Foster Collaboration and Knowledge Sharing in Face-to-Face LIS Courses

    ERIC Educational Resources Information Center

    Agosto, Denise E.; Copeland, Andrea J.; Zach, Lisl

    2013-01-01

    Blended education, which mixes elements of face-to-face and online educational delivery, can occur at the activity, course, program, or administrative level. This study examined the use of student blogs to test the benefits of course-level blended educational delivery for LIS students enrolled in a face-to-face course. Data collected from…

  10. Comparing Online and Face-to-Face Instruction at a Large Virtual University: Data and Issues in the Measurement of Quality. AIR 2001 Annual Forum Paper.

    ERIC Educational Resources Information Center

    Wisan, Gail; Nazma, Shirin; Pscherer, Charles P., Jr.

    The fiscal year 2000 Alumni Survey at a large, substantially online university was used to assess undergraduate students' satisfaction with both online and face-to-face academic quality and student services. Students who had taken online classes evaluated both their online and face-to-face classes. In addition, students who took only face-to-face…

  11. The Effects of Web-Based and Face-to-Face Discussion on Computer Engineering Majors' Performance on the Karnaugh Map

    ERIC Educational Resources Information Center

    Hung, Yen-Chu

    2011-01-01

    This study investigates the different effects of web-based and face-to-face discussion on computer engineering majors' performance using the Karnaugh map in digital logic design. Pretest and posttest scores for two treatment groups (web-based discussion and face-to-face discussion) and a control group were compared and subjected to covariance…

  12. Enabling Microblogging-Based Peer Feedback in Face-to-Face Classrooms

    ERIC Educational Resources Information Center

    Luo, Tian

    2016-01-01

    The purpose of this paper is to understand student interaction and learning in microblogging-based peer feedback sessions. The researcher examined through a case study how students interacted and provided peer feedback for each other when Twitter was enabled as a backchannel; students were also asked to report how they perceived their experience.…

  13. Mixing Online and Face-to-Face Therapy: How to Benefit From Blended Care in Mental Health Care.

    PubMed

    Wentzel, Jobke; van der Vaart, Rosalie; Bohlmeijer, Ernst T; van Gemert-Pijnen, Julia E W C

    2016-01-01

    Blended care, a combination of online and face-to-face therapy, is increasingly being applied in mental health care to obtain optimal benefit from the advantages these two treatment modalities have. Promising results have been reported, but a variety in descriptions and ways of operationalizing blended care exists. Currently, what type of "blend" works for whom, and why, is unclear. Furthermore, a rationale for setting up blended care is often lacking. In this viewpoint paper, we describe postulates for blended care and provide an instrument (Fit for Blended Care) that aims to assist therapists and patients whether and how to set up blended care treatment. A review of the literature, two focus groups (n=5 and n=5), interviews with therapists (n=14), and interviews with clients (n=2) were conducted to develop postulates of eHealth and blended care and an instrument to assist therapists and clients in setting up optimal blended care. Important postulates for blended care are the notion that both treatment modalities should complement each other and that set up of blended treatment should be based on shared decision making between patient and therapist. The "Fit for Blended Care" instrument is presented which addresses the following relevant themes: possible barriers to receiving blended treatment such as the risk of crisis, issues in communication (at a distance), as well as possible facilitators such as social support. More research into the reasons why and for whom blended care works is needed. To benefit from blended care, face-to-face and online care should be combined in such way that the potentials of both treatment modalities are used optimally, depending on patient abilities, needs, and preferences. To facilitate the process of setting up a personalized blended treatment, the Fit for Blended Care instrument can be used. By applying this approach in research and practice, more insight into the working mechanisms and optimal (personal) "blends" of online and

  14. Design and Methods for a Comparative Effectiveness Pilot Study: Virtual World vs. Face-to-Face Diabetes Self-Management

    PubMed Central

    Heyden, Robin; Mejilla, Roanne; Rizzo DePaoli, Maria; Veerappa, Chetty; Wiecha, John M

    2012-01-01

    Background Type 2 diabetes (diabetes) is a serious threat to public health in the United States and disproportionally affects many racial/ethnic minority groups, including African Americans. Limited access to treatment and high attrition rates further contribute to health disparities in diabetes-related morbidity and mortality among minorities. Greater opportunities for increasing access and decreasing barriers to treatment are needed. Technology-based interventions have potential for accomplishing this goal but evidence of feasibility and potential effectiveness is lacking, especially for populations that traditionally have limited educational attainment and low computer literacy. Objective This paper describes the design and methods of a pilot randomized clinical trial that will compare the feasibility and potential efficacy of delivering a diabetes self-management intervention via a virtual world vs. a face-to-face format. Methods Study participants (n=100) will be African American women with uncontrolled type 2 diabetes recruited from primary care practices and affiliated health centers at a large safety net hospital in Massachusetts. Participants will be randomized into a virtual world-based (VW) intervention condition or a face-to-face control condition. Both conditions provide the same theory-based curriculum and equivalent exposure to the self-management program (eight group sessions), and both will be delivered by a single intervention team (a dietitian and a diabetes educator). Assessments will be conducted at baseline and 4 months. Feasibility will be determined by evaluating the degree to which participants engage in the VW-based intervention compared to face to face (number of sessions completed). Potential efficacy will be determined by comparing change in physiological (glycemic control) and behavioral (self-reported dietary intake, physical activity, blood glucose self-monitoring, and medication adherence) outcomes between the experimental and

  15. The Impact of an Online Component in a Face-to-Face Community College Mathematics Class

    ERIC Educational Resources Information Center

    Dawson, Caroline

    2013-01-01

    A recent trend in the traditional mathematics classroom is the use of online homework systems. Where traditional homework problems are retrieved from a textbook, online homework systems provide problems online and permit students to interact with the system in order to complete homework assignments. Mathematics instructors who use or who wish to…

  16. Mixing Online and Face-to-Face Therapy: How to Benefit From Blended Care in Mental Health Care

    PubMed Central

    Wentzel, Jobke; van der Vaart, Rosalie; Bohlmeijer, Ernst T

    2016-01-01

    Blended care, a combination of online and face-to-face therapy, is increasingly being applied in mental health care to obtain optimal benefit from the advantages these two treatment modalities have. Promising results have been reported, but a variety in descriptions and ways of operationalizing blended care exists. Currently, what type of “blend” works for whom, and why, is unclear. Furthermore, a rationale for setting up blended care is often lacking. In this viewpoint paper, we describe postulates for blended care and provide an instrument (Fit for Blended Care) that aims to assist therapists and patients whether and how to set up blended care treatment. A review of the literature, two focus groups (n=5 and n=5), interviews with therapists (n=14), and interviews with clients (n=2) were conducted to develop postulates of eHealth and blended care and an instrument to assist therapists and clients in setting up optimal blended care. Important postulates for blended care are the notion that both treatment modalities should complement each other and that set up of blended treatment should be based on shared decision making between patient and therapist. The “Fit for Blended Care” instrument is presented which addresses the following relevant themes: possible barriers to receiving blended treatment such as the risk of crisis, issues in communication (at a distance), as well as possible facilitators such as social support. More research into the reasons why and for whom blended care works is needed. To benefit from blended care, face-to-face and online care should be combined in such way that the potentials of both treatment modalities are used optimally, depending on patient abilities, needs, and preferences. To facilitate the process of setting up a personalized blended treatment, the Fit for Blended Care instrument can be used. By applying this approach in research and practice, more insight into the working mechanisms and optimal (personal) “blends” of

  17. More breast cancer patients prefer BRCA-mutation testing without prior face-to-face genetic counseling.

    PubMed

    Sie, Aisha S; van Zelst-Stams, Wendy A G; Spruijt, Liesbeth; Mensenkamp, Arjen R; Ligtenberg, Marjolijn J L; Brunner, Han G; Prins, Judith B; Hoogerbrugge, Nicoline

    2014-06-01

    Currently, most breast cancer (BC) patients receive face-to-face genetic counseling (DNA-intake) prior to BRCA-mutation testing, with generic information regarding hereditary BC and BRCA-mutation testing. This prospective study evaluated a novel format: replacing the intake consultation with telephone, written and digital information sent home, and face-to-face contact following BRCA-mutation testing (DNA-direct). From August 2011 to February 2012, 161 of 233 eligible BC patients referred to our Human Genetics department chose between DNA-direct (intervention) or DNA-intake (control). Exclusion criteria were psychological problems (n = 33), difficulty with Dutch text (n = 5), known BRCA-family (n = 3), non-BRCA-referral (n = 1). 30 declined genetic counseling or study participation. Participants received questionnaires including satisfaction and psychological distress. 59 % chose DNA-direct (p = 0.03), of whom 90 % were satisfied and would choose DNA-direct again (including 6/8 BRCA-mutation carriers); although 27 % hesitated to recommend DNA-direct to other patients. General distress (GHQ-12, p = 0.001) and heredity-specific distress (IES, p = 0.02) scored lower in DNA-direct than DNA-intake, both at baseline and follow-up 2 weeks after BRCA-result disclosure; all scores remained below clinical relevance. DNA-direct participants reported higher website use (53 vs. 32 %, p = 0.01), more referrer information about personal consequences (41 vs. 20 %, p = 0.004) and lower decisional conflict (median 20 [0-88] vs. 25 [0-50], p = 0.01). Processing time in DNA-direct was reduced by 1 month. Mutation detection rate was 8 % in both groups. All BRCA-mutation carriers fulfilled current testing criteria. In conclusion, more BC patients preferred DNA-direct over intake consultation prior to BRCA-mutation testing, the majority being strongly to moderately satisfied with the procedure followed, without increased distress. PMID:24068317

  18. Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

    PubMed Central

    Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

    2016-01-01

    There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

  19. Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory.

    PubMed

    Garratt-Reed, David; Roberts, Lynne D; Heritage, Brody

    2016-01-01

    There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we

  20. If You Build It, Will They Come? Patterns of Internet-Based and Face-To-Face Participation in a Parenting Program for Military Families

    PubMed Central

    Doty, Jennifer L; Rudi, Jessie H; Pinna, Keri L M; Hanson, Sheila K

    2016-01-01

    Background Some evidence suggests parents are drawn to media-based interventions over face-to-face interventions, but little is known about the factors associated with parents’ use of Internet-based or Internet-enhanced programs, especially among military families. Research is needed to understand characteristics of parents who may be most likely to use online components or attend face-to-face meetings in order to ensure maximum engagement. Objective In this study, we examined characteristics that predict various patterns of Internet use and face-to-face attendance in a parenting program designed for military families. Methods An ecological framework guided analysis of differences in patterns of Internet-based use and face-to-face attendance by parents’ demographic characteristics (gender, education, employment, and child age), incentives offered, and number of months the parent was deployed. We reported differences in the total number of online components completed over the 14 modules, total number of face-to-face sessions attended, and the use of different types of online components accessed (videos, downloadable handouts, mindfulness exercises, knowledge checks, and downloadable summaries). Then, we computed multinomial logistic regression accounting for nestedness (parents within families) to examine associations between demographic, programmatic, and military-related characteristics and patterns of engagement (use of online components and attendance at face-to-face sessions). Results Just over half (52.2%, 193/370) of the participants used the online components at least once, and the majority of participants (73.2%, 271/370) attended at least 1 face-to-face session. An examination of different patterns of participation revealed that compared with those who participated primarily in face-to-face sessions, parents who participated online but had little face-to-face participation were more likely to have received incentives than those who did not (95% CI 1

  1. Guided Internet-based vs. face-to-face cognitive behavior therapy for psychiatric and somatic disorders: a systematic review and meta-analysis

    PubMed Central

    Andersson, Gerhard; Cuijpers, Pim; Carlbring, Per; Riper, Heleen; Hedman, Erik

    2014-01-01

    Internet-delivered cognitive behavior therapy (ICBT) has been tested in many research trials, but to a lesser extent directly compared to face-to-face delivered cognitive behavior therapy (CBT). We conducted a systematic review and meta-analysis of trials in which guided ICBT was directly compared to face-to-face CBT. Studies on psychiatric and somatic conditions were included. Systematic searches resulted in 13 studies (total N=1053) that met all criteria and were included in the review. There were three studies on social anxiety disorder, three on panic disorder, two on depressive symptoms, two on body dissatisfaction, one on tinnitus, one on male sexual dysfunction, and one on spider phobia. Face-to-face CBT was either in the individual format (n=6) or in the group format (n=7). We also assessed quality and risk of bias. Results showed a pooled effect size (Hedges' g) at post-treatment of −0.01 (95% CI: −0.13 to 0.12), indicating that guided ICBT and face-to-face treatment produce equivalent overall effects. Study quality did not affect outcomes. While the overall results indicate equivalence, there are still few studies for each psychiatric and somatic condition and many conditions for which guided ICBT has not been compared to face-to-face treatment. Thus, more research is needed to establish equivalence of the two treatment formats. PMID:25273302

  2. A Randomized Comparison Simulating Face to Face Endotracheal Intubation of Pentax Airway Scope, C-MAC Video Laryngoscope, Glidescope Video Laryngoscope, and Macintosh Laryngoscope

    PubMed Central

    Choi, Hyun Young; Oh, Young Min; Kang, Gu Hyun; Kang, Hyunggoo; Jang, Yong Soo; Kim, Wonhee; Kim, Euichung; Cho, Young Soon; Choi, Hyukjoong; Kim, Hyunjong; Kim, Gyoung Yong

    2015-01-01

    Objectives. Early airway management is very important for severely ill patients. This study aimed to investigate the efficacy of face to face intubation in four different types of laryngoscopes (Macintosh laryngoscope, Pentax airway scope (AWS), Glidescope video laryngoscope (GVL), and C-MAC video laryngoscope (C-MAC)). Method. Ninety-five nurses and emergency medical technicians were trained to use the AWS, C-MAC, GVL and Macintosh laryngoscope with standard airway trainer manikin and face to face intubation. We compared VCET (vocal cord exposure time), tube pass time, 1st ventilation time, VCET to tube pass time, tube pass time to 1st ventilation time, and POGO (percentage of glottis opening) score. In addition, we compared success rate according to the number of attempts and complications. Result. VCET was similar among all laryngoscopes and POGO score was higher in AWS. AWS and Macintosh blade were faster than GVL and C-MAC in total intubation time. Face to face intubation success rate was lower in GVL than other laryngoscopes. Conclusion. AWS and Macintosh were favorable laryngoscopes in face to face intubation. GVL had disadvantage performing face to face intubation. PMID:26161424

  3. Surface reconstruction and graphene formation on face-to-face 6H-SiC at 2000 ^oC

    NASA Astrophysics Data System (ADS)

    Elmquist, Randolph E.; Real, Mariano; Bush, Brian G.; Shen, Tian; Stiles, Mark D.; Lass, Eric A.

    2012-02-01

    Improved epitaxial graphene films have been widely reported when the sublimation rate of Si is reduced by ambient Ar gas, vapor phase silane, or confined Si vapor. We describe graphene growth on (0001) 6H-SiC samples annealed ``face-to-face'' [1]; in our modified method the separation is limited only by the flatness of the surfaces. After annealing in 100 kPa Ar gas at 2000 ^oC for 300 s, atomic force microscopy (AFM) and electrostatic force microscopy (EFM) show graphene coverage is typically between one and a few layers. Samples without prior hydrogen etching undergo surface reconstruction in the graphitization process, resulting in atomically flat terraces with step bunching. Estimates of the sequestered carbon in the form of graphene are compared to calculated levels due to sublimation and diffusion rates where the sublimated gas is dominated by Si atoms below 2100 ^oC. The 2000 ^oC samples are contrasted against samples processed between 1700 ^oC and 1900 ^oC and transport results on large-scale graphene devices are presented.[4pt] [1] X.Z Yu, C.G. Hwang, C.M. Jozwiak, A. Kohl, A.K. Schmid and A. Lanzara, New synthesis method for the growth of epitaxial graphene, Journal of Electron Spectroscopy and Related Phenomena 184 (2011) 100-106.

  4. Discrimination against facially stigmatized applicants in interviews: an eye-tracking and face-to-face investigation.

    PubMed

    Madera, Juan M; Hebl, Michelle R

    2012-03-01

    Drawing from theory and research on perceived stigma (Pryor, Reeder, Yeadon, & Hesson-McInnis, 2004), attentional processes (Rinck & Becker, 2006), working memory (Baddeley & Hitch, 1974), and regulatory resources (Muraven & Baumeister, 2000), the authors examined discrimination against facially stigmatized applicants and the processes involved. In Study 1, 171 participants viewed a computer-mediated interview of an applicant who was facially stigmatized or not and who either did or did not acknowledge the stigma. The authors recorded participants' (a) time spent looking at the stigma (using eye tracker technology), (b) ratings of the applicant, (c) memory recall about the applicant, and (d) self-regulatory depletion. Results revealed that the participants with facially stigmatized applicants attended more to the cheek (i.e., where the stigma was placed), which led participants to recall fewer interview facts, which in turn led to lower applicant ratings. In addition, the participants with the stigmatized (vs. nonstigmatized) applicant depleted more regulatory resources. In Study 2, 38 managers conducted face-to-face interviews with either a facially stigmatized or nonstigmatized applicant, and then rated the applicant. Results revealed that managers who interviewed a facially stigmatized applicant (vs. a nonstigmatized applicant) rated the applicant lower, recalled less information about the interview, and depleted more self-regulatory resources. PMID:22004221

  5. CBT4BN versus CBTF2F: comparison of online versus face-to-face treatment for bulimia nervosa.

    PubMed

    Bulik, Cynthia M; Marcus, Marsha D; Zerwas, Stephanie; Levine, Michele D; Hofmeier, Sara; Trace, Sara E; Hamer, Robert M; Zimmer, Benjamin; Moessner, Markus; Kordy, Hans

    2012-09-01

    Cognitive-behavioral therapy (CBT) is currently the "gold standard" for treatment of bulimia nervosa (BN), and is effective for approximately 40-60% of individuals receiving treatment; however, the majority of individuals in need of care do not have access to CBT. New strategies for service delivery of CBT and for maximizing maintenance of treatment benefits are critical for improving our ability to treat BN. This clinical trial is comparing an Internet-based version of CBT (CBT4BN) in which group intervention is conducted via therapeutic chat group with traditional group CBT (CBTF2F) for BN conducted via face-to-face therapy group. The purpose of the trial is to determine whether manualized CBT delivered via the Internet is not inferior to the gold standard of manualized group CBT. In this two-site randomized controlled trial, powered for non-inferiority analyses, 180 individuals with BN are being randomized to either CBT4BN or CBTF2F. We hypothesize that CBT4BN will not be inferior to CBTF2F and that participants will value the convenience of an online intervention. If not inferior, CBT4BN may be a cost-effective approach to service delivery for individuals requiring treatment for BN. PMID:22659072

  6. Emotional expression and heart rate in high-risk infants during the face-to-face/still-face.

    PubMed

    Mattson, Whitney I; Ekas, Naomi V; Lambert, Brittany; Tronick, Ed; Lester, Barry M; Messinger, Daniel S

    2013-12-01

    In infants, eye constriction-the Duchenne marker-and mouth opening appear to index the intensity of both positive and negative facial expressions. We combined eye constriction and mouth opening that co-occurred with smiles and cry-faces (respectively, the prototypic expressions of infant joy and distress) to measure emotional expression intensity. Expression intensity and heart rate were measured throughout the face-to-face/still-face (FFSF) in a sample of infants with prenatal cocaine exposure who were at risk for developmental difficulties. Smiles declined and cry-faces increased in the still-face episode, but the distribution of eye constriction and mouth opening in smiles and cry-faces did not differ across episodes of the FFSF. As time elapsed in the still face episode potential indices of intensity increased, cry-faces were more likely to be accompanied by eye constriction and mouth opening. During cry-faces there were also moderately stable individual differences in the quantity of eye constriction and mouth opening. Infant heart rate was higher during cry-faces and lower during smiles, but did not vary with intensity of expression or by episode. In sum, infants express more intense negative affect as the still-face progresses, but do not show clear differences in expressive intensity between episodes of the FFSF. PMID:24095807

  7. Assessing knowledge of human papillomavirus and collecting data on sexual behavior: computer assisted telephone versus face to face interviews

    PubMed Central

    2009-01-01

    Background Education campaigns seeking to raise awareness of human papillomavirus (HPV) and promoting HPV vaccination depend on accurate surveys of public awareness and knowledge of HPV and related sexual behavior. However, the most recent population-based studies have relied largely on computer-assisted telephone interviews (CATI) as opposed to face to face interviews (FTFI). It is currently unknown how these survey modes differ, and in particular whether they attract similar demographics and therefore lead to similar overall findings. Methods A comprehensive survey of HPV awareness and knowledge, including sexual behavior, was conducted among 3,045 Singaporean men and women, half of whom participated via CATI, the other half via FTFI. Results Overall levels of awareness and knowledge of HPV differed between CATI and FTFI, attributable in part to demographic variations between these survey modes. Although disclosure of sexual behavior was greater when using CATI, few differences between survey modes were found in the actual information disclosed. Conclusion Although CATI is a cheaper, faster alternative to FTFI and people appear more willing to provide information about sexual behavior when surveyed using CATI, thorough assessments of HPV awareness and knowledge depend on multiple survey modes. PMID:19930668

  8. Agreement Between Face-to-Face and Free Software Video Analysis for Assessing Hamstring Flexibility in Adolescents.

    PubMed

    Moral-Muñoz, José A; Esteban-Moreno, Bernabé; Arroyo-Morales, Manuel; Cobo, Manuel J; Herrera-Viedma, Enrique

    2015-09-01

    The objective of this study was to determine the level of agreement between face-to-face hamstring flexibility measurements and free software video analysis in adolescents. Reduced hamstring flexibility is common in adolescents (75% of boys and 35% of girls aged 10). The length of the hamstring muscle has an important role in both the effectiveness and the efficiency of basic human movements, and reduced hamstring flexibility is related to various musculoskeletal conditions. There are various approaches to measuring hamstring flexibility with high reliability; the most commonly used approaches in the scientific literature are the sit-and-reach test, hip joint angle (HJA), and active knee extension. The assessment of hamstring flexibility using video analysis could help with adolescent flexibility follow-up. Fifty-four adolescents from a local school participated in a descriptive study of repeated measures using a crossover design. Active knee extension and HJA were measured with an inclinometer and were simultaneously recorded with a video camera. Each video was downloaded to a computer and subsequently analyzed using Kinovea 0.8.15, a free software application for movement analysis. All outcome measures showed reliability estimates with α > 0.90. The lowest reliability was obtained for HJA (α = 0.91). The preliminary findings support the use of a free software tool for assessing hamstring flexibility, offering health professionals a useful tool for adolescent flexibility follow-up. PMID:26313580

  9. CBT4BN versus CBTF2F: Comparison of Online versus Face-To-FaceTreatment for Bulimia Nervosa

    PubMed Central

    Bulik, Cynthia M.; Marcus, Marsha D.; Zerwas, Stephanie; Levine, Michele D.; Hofmeier, Sara; Trace, Sara E.; Hamer, Robert M.; Zimmer, Benjamin; Moessner, Markus; Kordy, Hans

    2012-01-01

    Cognitive-behavioral therapy (CBT) is currently the “gold standard” for treatment of bulimia nervosa (BN), and is effective for approximately 40–60% of individuals receiving treatment; however, the majority of individuals in need of care do not have access to CBT. New strategies for service delivery of CBT and for maximizing maintenance of treatment benefits are critical for improving our ability to treat BN. This clinical trial is comparing an Internet-based version of CBT (CBT4BN) in which group intervention is conducted via therapeutic chat group with traditional group CBT (CBTF2F) for BN conducted via face-to-face therapy group. The purpose of the trial is to determine whether manualized CBT delivered via the Internet is not inferior to the gold standard of manualized group CBT. In this two-site randomized controlled trial, powered for non-inferiority analyses, 180 individuals with BN are being randomized to either CBT4BN or CBTF2F. We hypothesize that CBT4BN will not be inferior to CBTF2F and that participants will value the convenience of an online intervention. If not inferior, CBT4BN may be a cost-effective approach to service delivery for individuals requiring treatment for BN. PMID:22659072

  10. Associations between success and failure in a face-to-face competition and psychobiological parameters in young women.

    PubMed

    Costa, Raquel; Salvador, Alicia

    2012-11-01

    Within an evolutionary framework, in recent years some questions have been raised about whether women have a pattern of psychobiological response to social stress similar to that described in men. The main objective of this study was to analyze women's patterns of neuroendocrine, cardiovascular and mood responses to an individual competitive task, taking into account the outcome obtained. For this purpose, we measured salivary testosterone (T) and cortisol (C) levels, heart rate (HR) and blood pressure (BP), in addition to mood changes, in 40 healthy young women before, during and after a face-to-face laboratory competition. We also assessed some relevant psychological traits. Our results indicate that women who became winners presented greater T and positive mood increases, together with higher cardiovascular (CV) responses, than those who lost and did not show significant changes during the period studied. These results suggest a biological and psychological pattern of response to a laboratory competition differentially associated with outcome. Furthermore, these findings suggest that women who are involved in competitive situations, use both passive and active coping strategies, which can be explained by integrating the existing hypotheses. PMID:22497985

  11. 'Intimate mothering publics': comparing face-to-face support groups and Internet use for women seeking information and advice in the transition to first-time motherhood.

    PubMed

    Johnson, Sophia Alice

    2015-01-01

    This paper seeks to contribute to an understanding of the changing nature of support and information-seeking practices for women in the transition to first-time motherhood. In the context of increasing digitalisation, the significance of new virtual spaces for parenting is discussed. The paper demonstrates how women seek out alternative forms of expertise (specifically, non-medical expertise) and social support. The author argues for the importance of 'intimate mothering publics' through which women gather experiential information and practical support. These publics can act as a space for women to 'test' or legitimise their new identity as a mother. Intimate mothering publics are particularly useful for thinking about the meaning-making practices and learning experiences that occur during intimate online and face-to-face interactions. A variety of types of online support may be used during pregnancy. Surreptitious support in particular involves users invisibly receiving advice, information and reassurance that might otherwise be lacking. Access to intimate mothering publics is motivated by a number of factors, including feelings of community or acceptance, the desire to be a good mother or parent, emotional support and the need for practical and experiential advice. PMID:25339096

  12. Understanding the Correlates of Face-to-Face and Cyberbullying Victimization Among U.S. Adolescents: A Social-Ecological Analysis.

    PubMed

    Hong, Jun Sung; Lee, Jungup; Espelage, Dorothy L; Hunter, Simon C; Patton, Desmond Upton; Rivers, Tyrone

    2016-01-01

    Using a national sample of 7,533 U.S. adolescents in grades 6-10, this study compares the social-ecological correlates of face-to-face and cyberbullying victimization. Results indicate that younger age, male sex, hours spent on social media, family socioeconomic status (SES; individual context), parental monitoring (family context), positive feelings about school, and perceived peer support in school (school context) were negatively associated with both forms of victimization. European American race, Hispanic/Latino race (individual), and family satisfaction (family context) were all significantly associated with less face-to-face victimization only, and school pressure (school context) was significantly associated with more face-to-face bullying. Peer groups accepted by parents (family context) were related to less cyberbullying victimization, and calling/texting friends were related to more cyberbullying victimization. Research and practice implications are discussed. PMID:27506491

  13. Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course

    NASA Astrophysics Data System (ADS)

    Rosenzweig, Amanda H.

    Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students' grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields. The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses. Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses. This study will allow information to be concluded about the relationship between the students' final grades and class type, face-to-face or

  14. A Randomized Controlled Trial of COMPASS Web-Based and Face-to-Face Teacher Coaching in Autism

    PubMed Central

    Ruble, Lisa A.; McGrew, John H.; Toland, Michael D.; Dalrymple, Nancy J.; Jung, Lee Ann

    2013-01-01

    Objective Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew, 2010; Ruble, Dalrymple, & McGrew, 2012) was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. Method Forty-nine teacher–child dyads were randomized into 1 of 3 groups: (1) a placebo control (PBO) group, (2) COMPASS followed by face-to-face (FF) coaching sessions, and (3) COMPASS followed by web-based (WEB) coaching sessions. Three individualized goals (social, communication, and independence skills) were selected for intervention for each child. The primary outcome of independent ratings of child goal attainment and several process measures (e.g., consultant and teacher fidelity) were evaluated. Results Using an intent-to-treat approach, findings replicated earlier results with a very large effect size (d = 1.41) for the FF group and a large effect size (d = 1.12) for the WEB group relative to the PBO group. There were no differences in overall change across goal domains between the FF and WEB groups, suggesting the efficacy of videoconferencing technology. Conclusions COMPASS is effective and results in improved educational outcomes for young children with autism. Videoconferencing technology, as a scalable tool, has promise for facilitating access to autism specialists and bridging the research-to-practice gap. PMID:23438314

  15. The effect of face-to-face or group education during pregnancy on sexual function of couples in Isfahan

    PubMed Central

    Bahadoran, Parvin; MohammadiMahdiabadzade, Maryam; Nasiri, Hamid; GholamiDehaghi, Ali

    2015-01-01

    Background: Pregnancy can be in conflict with sexual function which can be affected by physical and psychological changes during pregnancy. Therefore, comparison of the effect of face-to-face education with group education on sexual function during pregnancy in couples was the purpose of this research. Materials and Methods: In this quasi-experimental pre-test post-test study, 64 pregnant couples were selected and randomized in two groups in Isfahan. The data were collected using the triangulation of Female Sexual Function Index (FSFI), Brief form of Sexual Function Inventory (BSFI), and demographic characteristics questionnaires. The data were analyzed by independent t-test, paired t-test, Chi-square, analysis of covariance (ANCOVA), and analysis of variance (ANOVA) in SPSS. Results: No significant difference was found in the demographic characteristics between the two groups. Education was effective on sexual function in the two groups of women (P < 0.001), but no significant difference was found between the two groups (P = 0.61). Also, education was effective on sexual function of men in both the groups (P < 0.001) and there was a significant difference between the two groups (P = 0.003). Meanwhile, there was no significant difference between couples regarding the education (P = 0.104). Conclusions: The results of the study showed that type of education plays a role in improvement of sexual function in pregnancy. In addition, sex education is effective in prevention of sexual disorders in pregnancy. Therefore, having a special approach toward sex education classes during pregnancy is important for the health providers, particularly midwifery professionals. PMID:26457096

  16. Friending, IMing, and Hanging out Face-to-Face: Overlap in Adolescents' Online and Offline Social Networks

    ERIC Educational Resources Information Center

    Reich, Stephanie M.; Subrahmanyam, Kaveri; Espinoza, Guadalupe

    2012-01-01

    Many new and important developmental issues are encountered during adolescence, which is also a time when Internet use becomes increasingly popular. Studies have shown that adolescents are using these online spaces to address developmental issues, especially needs for intimacy and connection to others. Online communication with its potential for…

  17. Mixing Face-to-Face and Online Interactions in a Leadership Development Programme: A Blended Action Learning Approach

    ERIC Educational Resources Information Center

    Thornton, Kate; Yoong, Pak

    2011-01-01

    The purpose of this research was to explore the use of ICT to support leadership learning within an education context. Leadership development opportunities that encourage reflection, the development of self-awareness, the sharing of practice, and that support the transfer of learning back to the workplace are challenging to fit into the life of…

  18. Face-to-Face and Synchronous Interactive Videoconferencing Instruction: Learning Experiences of Educators Enrolled in an Autism Certificate Program

    ERIC Educational Resources Information Center

    Swanson, Terri Cooper

    2013-01-01

    Autism spectrum disorder (ASD) was once considered a rare and severe disability (low incidence), but today individuals with ASD are educated in every academic environment, with 89% spending a portion of their day in the general education setting. Therefore, it is critical that all highly qualified teachers be prepared to provide appropriate…

  19. Comparing Success Rates for General and Credit Recovery Courses Online and Face to Face: Results for Florida High School Courses. REL 2015-095

    ERIC Educational Resources Information Center

    Hughes, John; Zhou, Chengfu; Petscher, Yaacov

    2015-01-01

    This report describes the results of a REL Southeast study comparing student success in online credit recovery and general courses taken online compared to traditional face-to-face courses. Credit recovery occurs when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the…

  20. Lecturing and Other Face-to-Face Teaching--Too Much or Too Little? An Assessment Based on Student Feedback and Fail Rates

    ERIC Educational Resources Information Center

    Symonds, Matthew R. E.

    2014-01-01

    Institutes of higher learning are tending to reduce the amount of face-to-face teaching that they offer, and particularly through the traditional pedagogical method of lecturing. There is ongoing debate about the educational value of lectures as a teaching approach, in terms of both whether they facilitate understanding of subject material and…

  1. Re-Searching Secondary Teacher Trainees in Distance Education and Face-to-Face Mode: Study of Their Background Variables, Personal Characteristics and Academic Performance

    ERIC Educational Resources Information Center

    Garg, Mamta; Gakhar, Sudesh

    2011-01-01

    The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and…

  2. Comparison of Knowledge and Attitudes Using Computer-Based and Face-to-Face Personal Hygiene Training Methods in Food Processing Facilities

    ERIC Educational Resources Information Center

    Fenton, Ginger D.; LaBorde, Luke F.; Radhakrishna, Rama B.; Brown, J. Lynne; Cutter, Catherine N.

    2006-01-01

    Computer-based training is increasingly favored by food companies for training workers due to convenience, self-pacing ability, and ease of use. The objectives of this study were to determine if personal hygiene training, offered through a computer-based method, is as effective as a face-to-face method in knowledge acquisition and improved…

  3. Evaluating College Students' Evaluations of a Professor's Teaching Effectiveness across Time and Instruction Mode (Online vs. Face-to-Face) Using a Multilevel Growth Modeling Approach

    ERIC Educational Resources Information Center

    Carle, Adam C.

    2009-01-01

    Aims: Do college students' ratings of a professor's teaching effectiveness suggest that a professor's teaching improves with time? Does anything predict which instructors receive the highest ratings or improve the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses? Methods: I used data from 10,392…

  4. Developmental Changes in the Relationship Between the Infant's Attention and Emotion During Early Face-to-Face Communication: The 2-Month Transition

    ERIC Educational Resources Information Center

    Lavelli, Manuela; Fogel, Alan

    2005-01-01

    Weekly observations documented developmental changes in mother-infant face-to-face communication between birth and 3 months. Developmental trajectories for each dyad of the duration of infant facial expressions showed a change from the dominance of Simple Attention (without other emotion expressions) to active and emotionally positive forms of…

  5. Integrating Cloud-Based Strategies and Tools in Face-to-Face Training Sessions to Increase the Impact of Professional Development

    ERIC Educational Resources Information Center

    Gradel, Kathleen; Edson, Alden J.

    2012-01-01

    This article is based on the premise that face-to-face training can be augmented with cloud-based technology tools, to potentially extend viable training supports as higher education staff and faculty implement new content/skills in their jobs and classrooms. There are significant benefits to harnessing cloud-based tools that can facilitate both…

  6. Patterns and Principles for Blended Synchronous Learning: Engaging Remote and Face-to-Face Learners in Rich-Media Real-Time Collaborative Activities

    ERIC Educational Resources Information Center

    Bower, Matt; Kenney, Jacqueline; Dalgarno, Barney; Lee, Mark J. W.; Kennedy, Gregor E.

    2014-01-01

    Blended synchronous learning involves using rich-media technologies to enable remote and face-to-face students to jointly participate in the same live classes. This article presents blended synchronous learning designs from seven case studies that were part of a project funded by the Australian Government Office for Learning and Teaching and…

  7. Effectiveness of Online Instruction: Differences in Measured Student Outcomes Online versus Face-to-Face Instruction at the High School Level

    ERIC Educational Resources Information Center

    Langenhorst, Don G.

    2012-01-01

    There has been an exponential growth in online courses offered at the high school level but little evidence as to whether they are as effective as face-to-face courses. It has become critical to understand and evaluate the effectiveness of online education in order to reap the benefits and reduce the drawbacks of contrasting learning modes. The…

  8. A Qualitative Case Study Comparing a Computer-Mediated Delivery System to a Face-to-Face Mediated Delivery System for Teaching Creative Writing Fiction Workshops

    ERIC Educational Resources Information Center

    Daniels, Mindy A.

    2012-01-01

    The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and…

  9. The Effects of Choice on Student Persistence, Academic Satisfaction, and Performance in Both Online and Face-to-Face Adult Education

    ERIC Educational Resources Information Center

    DeCosta, James William

    2010-01-01

    The researcher examined the effects of online (OL) and face-to-face (FTF) course modality choice, as a motivational component, on students. self-selection of courses. A naturally occurring control and treatment group comparison design was employed. The participants were 435 college students (200 OL and 235 FTF) who attended an accredited private…

  10. Developing a Community of Inquiry in a Face-to-Face Class: How an Online Learning Framework Can Enrich Traditional Classroom Practice

    ERIC Educational Resources Information Center

    Warner, Alfred G.

    2016-01-01

    Traditional classes are typically bound both in the classroom space and scheduled time. In this article, I show how applying an online learning framework called the Community of Inquiry and an organizational architecture of matrixed teams has worked in a face-to-face capstone class and extended those boundaries. These were introduced as an…

  11. Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course

    ERIC Educational Resources Information Center

    Zhan, Zehui; Xu, Fuyin; Ye, Huiwen

    2011-01-01

    The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC,…

  12. Reading the Mind in the Eyes or reading between the lines? Theory of Mind predicts collective intelligence equally well online and face-to-face.

    PubMed

    Engel, David; Woolley, Anita Williams; Jing, Lisa X; Chabris, Christopher F; Malone, Thomas W

    2014-01-01

    Recent research with face-to-face groups found that a measure of general group effectiveness (called "collective intelligence") predicted a group's performance on a wide range of different tasks. The same research also found that collective intelligence was correlated with the individual group members' ability to reason about the mental states of others (an ability called "Theory of Mind" or "ToM"). Since ToM was measured in this work by a test that requires participants to "read" the mental states of others from looking at their eyes (the "Reading the Mind in the Eyes" test), it is uncertain whether the same results would emerge in online groups where these visual cues are not available. Here we find that: (1) a collective intelligence factor characterizes group performance approximately as well for online groups as for face-to-face groups; and (2) surprisingly, the ToM measure is equally predictive of collective intelligence in both face-to-face and online groups, even though the online groups communicate only via text and never see each other at all. This provides strong evidence that ToM abilities are just as important to group performance in online environments with limited nonverbal cues as they are face-to-face. It also suggests that the Reading the Mind in the Eyes test measures a deeper, domain-independent aspect of social reasoning, not merely the ability to recognize facial expressions of mental states. PMID:25514387

  13. Males Are Not as Active as Females in Online Discussion: Gender Differences in Face-to-Face and Online Discussion Strategies

    ERIC Educational Resources Information Center

    Tsai, Meng-Jung; Liang, Jyh-Chong; Hou, Huei-Tse; Tsai, Chin-Chung

    2015-01-01

    This study examined the gender difference in students' perceived discussion strategies in face-to-face and online asynchronous contexts. A survey of 363 university students and follow-up interviews of 20 participants was conducted to examine any gender differences within each context and between the two contexts. The Discussion Strategies Scale…

  14. Testing for Near and Far Transfer Effects with a Short, Face-to-Face Adaptive Working Memory Training Intervention in Typical Children

    ERIC Educational Resources Information Center

    Henry, Lucy A.; Messer, David J.; Nash, Gilly

    2014-01-01

    A relatively quick, face-to-face, adaptive working memory training intervention was assessed in 5-to 8-year-old typically developing children, randomly allocated to a 6-week intervention condition, or an active control condition. All children received 18 sessions of 10?minutes, three times/week for 6?weeks. Assessments of six working memory…

  15. Learner Outcomes and Satisfaction: A Comparison of Live Video-Streamed Instruction, Satellite Broadcast Instruction, and Face-to-Face Instruction

    ERIC Educational Resources Information Center

    Abdous, M'hammed; Yoshimura, Miki

    2010-01-01

    This study examined the final grade and satisfaction level differences among students taking specific courses using three different methods: face-to-face in class, via satellite broadcasting at remote sites, and via live video-streaming at home or at work. In each case, the same course was taught by the same instructor in all three delivery…

  16. Impact on Clinical Behavior of Face-to-Face Continuing Medical Education Blended with Online Spaced Education: A Randomized Controlled Trial

    ERIC Educational Resources Information Center

    Shaw, Timothy; Long, Andrea; Chopra, Sanjiv; Kerfoot, B. Price

    2011-01-01

    Background: Spaced education (SE) is a novel, evidence-based form of online learning. We investigated whether an SE program following a face-to-face continuing medical education (CME) course could enhance the course's impact on providers' clinical behaviors. Methods: This randomized controlled trial was conducted from March 2009 to April 2010,…

  17. Selected Topics from a Matched Study between a Face-to-Face Section and a Real-Time Online Section of a University Course

    ERIC Educational Resources Information Center

    Lobel, Mia; Neubauer, Michael; Swedburg, Randy

    2005-01-01

    Two sections of an interpersonal skills building university course were observed for the purposes of this matched study. The face-to-face (F2F) section was in a classroom on the Concordia University campus in Montreal, Canada, while the non-turn-taking real-time online section used a Web application, LBD eClassroom[C] designed specifically for…

  18. Firefighter Training in Sweden: From Face-to-Face Learning in Training Grounds to Distance Learning--A Challenge for Exercise Instructors?

    ERIC Educational Resources Information Center

    Holmgren, Robert

    2016-01-01

    When distance learning supported by digital technologies was introduced in firefighter training in Sweden some years ago, training exercise instructors accustomed to face-to-face teaching in the field had to adapt their professional roles to an electronic landscape with a number of new opportunities and constraints. Based on activity theory and…

  19. Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

    ERIC Educational Resources Information Center

    Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

    2014-01-01

    This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

  20. Does the Method of Instruction Matter? An Experimental Examination of Information Literacy Instruction in the Online, Blended, and Face-to-Face Classrooms

    ERIC Educational Resources Information Center

    Anderson, Karen; May, Frances A.

    2010-01-01

    The researchers, a librarian and a faculty member, collaborated to investigate the effectiveness of delivery methods in information literacy instruction. The authors conducted a field experiment to explore how face-to-face, online, and blended learning instructional formats influenced students' retention of information literacy skills. Results are…

  1. Beyond the Therapeutic Hour: An Exploratory Pilot Study of Using Technology to Enhance Alliance and Engagement within Face-to-Face Psychotherapy

    ERIC Educational Resources Information Center

    Richards, Penelope; Simpson, Susan

    2015-01-01

    In this paper we introduce and investigate the capacity for a novel, technologically advanced system (goACT) to enhance face-to-face psychotherapy. Specifically, we explore the capacity for goACT to enhance therapeutic alliance (TA) and engagement, and reduce distress. Using a mixed-methods, multiple-baseline design we present the first study to…

  2. Attitudes toward Face-to-Face and Online Counseling: Roles of Self-Concealment, Openness to Experience, Loss of Face, Stigma, and Disclosure Expectations among Korean College Students

    ERIC Educational Resources Information Center

    Bathje, Geoff J.; Kim, Eunha; Rau, Ellen; Bassiouny, Muhammad Adam; Kim, Taehoon

    2014-01-01

    This study examined attitudes toward face-to-face (f2f) and online counseling among 228 Korean college students. In addition, it tested a hypothesized model proposing that general propensities (i.e., self-concealment, openness to experience, and loss of face) would influence counseling-specific expectations (i.e., self-stigma and disclosure…

  3. Graduate Student Attitudes toward Different Instructional Approaches within Face-to-Face, Online, and Blended Learning Environments in a Public Four-Year Institution of Higher Learning

    ERIC Educational Resources Information Center

    Rotich, Philip

    2013-01-01

    This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive,…

  4. Instruments to Explore Blended Learning: Modifying a Method to Analyse Online Communication for the Analysis of Face-to-Face Communication

    ERIC Educational Resources Information Center

    de Leng, Bas A.; Dolmans, Diana H. J. M.; Donkers, H. H. L. M.; Muijtjens, Arno M. M.; van der Vleuten, Cees P. M.

    2010-01-01

    In the complex practice of today's blended learning, educators need to be able to evaluate both online and face-to-face communication in order to get the full picture of what is going on in blended learning scenarios. The aim of this study was to investigate the reliability and feasibility of a practical instrument for analysing face-to-face…

  5. Going the Distance Part 2: Five Ways of Teaching an Extension Course: Elive, Blackboard, Teleconference, Correspondence, and Face-to-Face

    ERIC Educational Resources Information Center

    Rader, Heidi B.; Hanna, Virgene; Spiers, Kent; Kienenberger, Donavan

    2014-01-01

    Remote and widely dispersed clientele in Alaska create a need for effective distance-delivery programs. Extension agents often travel via small airplane, snow machine, or boat to teach face-to-face classes in off-road communities. Effective and more cost-efficient delivery methods are needed. We taught a course for beginning farmers residing…

  6. Blended Learning Model on Hands-On Approach for In-Service Secondary School Teachers: Combination of E-Learning and Face-to-Face Discussion

    ERIC Educational Resources Information Center

    Ho, Vinh-Thang; Nakamori, Yoshiteru; Ho, Tu-Bao; Lim, Cher Ping

    2016-01-01

    The purpose of this study was to examine the effectiveness of a blended learning model on hands-on approach for in-service secondary school teachers using a quasi-experimental design. A 24-h teacher-training course using the blended learning model was administered to 117 teachers, while face-to-face instruction was given to 60 teachers. The…

  7. Parent Education for Dialogic Reading during Shared Storybook Reading: Multiple Case Study of Online and Face-to-Face Delivery Models

    ERIC Educational Resources Information Center

    Beschorner, Beth

    2013-01-01

    This study examined the impact of a parent education program on the frequency of shared storybook reading and dialogic reading techniques. Additionally, the contextual factors that influenced the outcomes of the program were explored. Seventeen parents completed a nine-week face-to-face parent education program and fifteen parents completed a…

  8. Effect of Self-Care Education by Face-to-Face Method on the Quality of Life in Hemodialysis Patients (Relying on Ferrans and Powers Questionnaire)

    PubMed Central

    Ghadam, Mahsa Sabet; Poorgholami, Farzad; Jahromi, Zohreh Badiyepeymaie; Parandavar, Nehleh; Kalani, Navid; Rahmanian, Elham

    2016-01-01

    Introdution: One of the most common methods to control chronic renal failure, Hemodialysis creates numerous changes in the style and the quality of life in patients. Educating patients is one of effective factors to improve the quality of life. The present study aims to investigate influences of self-care education by face-to-face method on determining quality of life in hemodialysis patients in Jahrom, Iran, during 2014-2015. Methods: This is a quasi-experimental, single-blind study in which 50 patients undergoing hemodialysis at Shahaid Mottahari Hospital, Jahrom. The patients were placed in two groups of 25 individuals: the face to face educational group and the control group. The control group received only routine care in hemodialysis unit. The face to face educational group received 8 instruction sessions of 60 minutes before starting dialysis and received an instruction booklet. Data collection tools were a questionnaire consisting of demographic characteristics, a checklist of needs assessment for hemodialysis patients and a quality of life questionnaire, whose reliability and validity were previously approved. The questionnaires were completed face to face, before and after the intervention. Results: The results show that the research units did not have any significant difference in terms of demographic variables. Also increase in various aspects of the quality of life compared with the control group is observed after the intervention in the face to face educational group (p<0.001). Discussion and Conclusion: Given the results, representation of adequate training in hemodialysis ward can cause improve in physical function, mental health and thus increase the quality of life in hemodialysis patients, through raising the awareness level. PMID:26755485

  9. Telephone and Face-to-Face Interviews with Low-Income Males with Child Care Responsibilities Support Inclusion as a Target Audience in SNAP-Ed.

    PubMed

    Krall, Jodi Stotts; Wamboldt, Patricia; Lohse, Barbara

    2015-06-01

    Federally funded nutrition programs mostly target females. Changes in family dynamics suggest low-income men have an important role in food management responsibilities. The purpose of this study was to inform nutrition education program planning to meet needs of lower-income males. Cross-sectional telephone and face-to-face interviews. Stratified random sample of men (n = 101), 18-59 years of age, with child care responsibilities, living in households participating in the Supplemental Nutrition Assistance Program and a convenience sample of adult males (n = 25) recruited from lower income venues. (1) Scripted telephone interviews about health status, eating behaviors, eating competence, food security, technology usage and topics and strategies for nutrition education. (2) In-person cognitive interviews during review of selected online nutrition education lessons. Nutrition education topics of interest, preferred educational strategies, influences on and barriers to intake, eating competence, critiques of online program content, graphics, format. Bivariate correlations, independent t tests, one-way analysis of variance or Chi square, as appropriate. Thematic analyses of cognitive interviews. Of telephone interviewees, 92.1% prepared meals/snacks for children and 54.5% made major household food decisions. Taste was the greatest influence on food selection and the greatest barrier to eating healthful foods. Topics of highest interest were "which foods are best for kids" and "how to eat more healthy foods." Preferred nutrition education strategies included online delivery. Online lessons were highly rated. Interactive components were recognized as particularly appealing; enhanced male centricity of lessons was supported. Findings provided compelling evidence for including needs specific to low-income males when planning, designing, and funding nutrition education programs. PMID:25312868

  10. Breakeven, Cost Benefit, Cost Effectiveness, and Willingness to Pay for Web-Based Versus Face-to-Face Education Delivery for Health Professionals

    PubMed Central

    Haas, Romi; Keating, Jenny L; Molloy, Elizabeth; Jolly, Brian; Sims, Jane; Morgan, Prue; Haines, Terry

    2012-01-01

    Background The introduction of Web-based education and open universities has seen an increase in access to professional development within the health professional education marketplace. Economic efficiencies of Web-based education and traditional face-to-face educational approaches have not been compared under randomized controlled trial conditions. Objective To compare costs and effects of Web-based and face-to-face short courses in falls prevention education for health professionals. Methods We designed two short courses to improve the clinical performance of health professionals in exercise prescription for falls prevention. One was developed for delivery in face-to-face mode and the other for online learning. Data were collected on learning outcomes including participation, satisfaction, knowledge acquisition, and change in practice, and combined with costs, savings, and benefits, to enable a break-even analysis from the perspective of the provider, cost-effectiveness analysis from the perspective of the health service, and cost-benefit analysis from the perspective of the participant. Results Face-to-face and Web-based delivery modalities produced comparable outcomes for participation, satisfaction, knowledge acquisition, and change in practice. Break-even analysis identified the Web-based educational approach to be robustly superior to face-to-face education, requiring a lower number of enrollments for the program to reach its break-even point. Cost-effectiveness analyses from the perspective of the health service and cost-benefit analysis from the perspective of the participant favored face-to-face education, although the outcomes were contingent on the sensitivity analysis applied (eg, the fee structure used). Conclusions The Web-based educational approach was clearly more efficient from the perspective of the education provider. In the presence of relatively equivocal results for comparisons from other stakeholder perspectives, it is likely that providers

  11. Designing a Self-Contained Group Area Network for Ubiquitous Learning

    ERIC Educational Resources Information Center

    Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Yang, Stephen J. H.

    2008-01-01

    A number of studies have evidenced that handheld devices are appropriate tools to facilitate face-to-face collaborative learning effectively because of the possibility of ample social interactions. Group Area Network, or GroupNet, proposed in this paper, uses handheld devices to fill the gap between Local Area Network and Body Area Network.…

  12. Comparison of face-to-face versus email guided self-help for binge eating: study protocol for a randomised controlled trial

    PubMed Central

    2014-01-01

    Background Guided self-help is a recommended first-step treatment for bulimia nervosa, binge eating disorder and atypical variants of these disorders. Further research is needed to compare guided self-help that is delivered face-to-face versus via email. Methods/Design This clinical trial uses a randomised, controlled design to investigate the effectiveness of providing guided self-help either face-to-face or via e-mail, also using a delayed treatment control condition. At least 17 individuals are required per group, giving a minimum N of 51. Discussion Symptom outcomes will be assessed and estimates of cost-effectiveness made. Results are proposed to be disseminated locally and internationally (through submission to conferences and peer-reviewed journals), and will hopefully inform local service provision. The trial has been approved by an ethics review board and was registered with ClinicalTrials.gov NCT01832792 on 9 April 2013. PMID:24886555

  13. A Social Network Analysis Comparison of an Experienced and a Novice Instructor in Online Teaching

    ERIC Educational Resources Information Center

    Fidalgo, Patricia; Thormann, Joan

    2012-01-01

    The most productive learning experience for students whether online or in face-to-face classes can often be the interaction among students and with an instructor. Online teaching and Social Network Analysis (SNA) offer the opportunity to examine intellectual social networking and strategies that promotes student interaction which can enhance…

  14. Intubation of a Paediatric Manikin in Tongue Oedema and Face-to-Face Simulations by Novice Personnel: a Comparison of Glidescope, Airtraq and Direct Laryngoscopy

    PubMed Central

    Arslan, Zehra İpek; Turna, Canan; Gümüş, Nevin Esra; Toker, Kamil; Solak, Mine

    2016-01-01

    Objective Glidescope and Airtraq were designed for facilitating intubation and for teaching regarding the airway anatomy. We aimed to evaluate their efficacy in normal airway, tongue oedema and face-to-face orotracheal intubation models when used by novice personnel. Methods After the local human research ethics committee approval, 36 medical students who were in the beginning of their third year were enrolled in this study. After watching a video regarding intubation using one of these devices, the students intubated a paediatric manikin with a Glidescope or Airtraq via the normal airway, tongue oedema and face-to-face approach. Results Although the insertion and intubation times were similar among the groups, the intubation success rate of the Glidescope was higher in the normal airway (100% vs 67%) and tongue oedema (89% vs. 50%) compared with the Airtraq (p=0.008 and p=0.009). The success rates with the paediatric manikin by the face-to-face approach were similar among the groups (50%) (p=0.7). The need for manoeuvres in the Glidescope was lower in the normal and tongue oedema models (p=0.02 and p=0.002). In addition, oesophageal intubation was low in the control and tongue oedema models with the Glidescope (p=0.03 and p<0.001). Conclusion Novice personnel could more easily intubate the trachea with the Glidescope than with the Airtraq. Intubation with the Glidescope was superior to that with the Airtraq in the normal and tongue oedema models. The face-to-face intubation success rates were both low with both the Glidescope and Airtraq groups. PMID:27366561

  15. Reading the Mind in the Eyes or Reading between the Lines? Theory of Mind Predicts Collective Intelligence Equally Well Online and Face-To-Face

    PubMed Central

    Engel, David; Woolley, Anita Williams; Jing, Lisa X.; Chabris, Christopher F.; Malone, Thomas W.

    2014-01-01

    Recent research with face-to-face groups found that a measure of general group effectiveness (called “collective intelligence”) predicted a group’s performance on a wide range of different tasks. The same research also found that collective intelligence was correlated with the individual group members’ ability to reason about the mental states of others (an ability called “Theory of Mind” or “ToM”). Since ToM was measured in this work by a test that requires participants to “read” the mental states of others from looking at their eyes (the “Reading the Mind in the Eyes” test), it is uncertain whether the same results would emerge in online groups where these visual cues are not available. Here we find that: (1) a collective intelligence factor characterizes group performance approximately as well for online groups as for face-to-face groups; and (2) surprisingly, the ToM measure is equally predictive of collective intelligence in both face-to-face and online groups, even though the online groups communicate only via text and never see each other at all. This provides strong evidence that ToM abilities are just as important to group performance in online environments with limited nonverbal cues as they are face-to-face. It also suggests that the Reading the Mind in the Eyes test measures a deeper, domain-independent aspect of social reasoning, not merely the ability to recognize facial expressions of mental states. PMID:25514387

  16. Self-Report of Tobacco Use Status: Comparison of Paper-Based Questionnaire, Online Questionnaire, and Direct Face-to-Face Interview—Implications for Meaningful Use

    PubMed Central

    Murad, Mohammad Hassan; Hays, J. Taylor; Newcomb, Richard D.; Molella, Robin G.; Cha, Stephen S.; Hagen, Philip T.

    2014-01-01

    Abstract Identifying tobacco use status is essential to address use and provide resources to help patients quit. Being able to collect this information in an electronic format will become increasingly important, as the Centers for Medicare and Medicaid Services has included the assessment of tobacco use as part of its Stage 1 Meaningful Use criteria. The objective was to compare the accuracy of online vs. paper assessment methods to ascertain cigarette smoking status using a face-to-face structured interview as the gold standard. This was a retrospective analysis of a stratified opportunity sample of consecutive patients, reporting in 2010 for a periodic health evaluation, who completed either a scannable paper-based form or an online questionnaire and underwent a standardized rooming interview. Compared with face-to-face structured interview, the overall observed agreement and kappa coefficient for both methods combined (paper and online) were 97.7% and 0.69 (95% confidence interval (CI) 0.51–0.86) . For the online form they were 97.4% and 0.61 (95% CI 0.33–0.90), and for the paper form they were 97.9% and 0.75 (95% CI 0.54–0.96). There was no statistically significant difference in agreement between the online and paper-based methods (P=0.76) compared with a face-to-face structured interview. Online assessment of tobacco use status is as accurate as a paper questionnaire, and both methods have greater than 97% observed agreement with a face-to-face structured interview. The use of online assessment of tobacco use status has several advantages and more widespread use should be explored. (Population Health Management 2014;17:185–189) PMID:24476559

  17. Self-report of tobacco use status: comparison of paper-based questionnaire, online questionnaire, and direct face-to-face interview--implications for meaningful use.

    PubMed

    Steffen, Mark W; Murad, Mohammad Hassan; Hays, J Taylor; Newcomb, Richard D; Molella, Robin G; Cha, Stephen S; Hagen, Philip T

    2014-06-01

    Identifying tobacco use status is essential to address use and provide resources to help patients quit. Being able to collect this information in an electronic format will become increasingly important, as the Centers for Medicare and Medicaid Services has included the assessment of tobacco use as part of its Stage 1 Meaningful Use criteria. The objective was to compare the accuracy of online vs. paper assessment methods to ascertain cigarette smoking status using a face-to-face structured interview as the gold standard. This was a retrospective analysis of a stratified opportunity sample of consecutive patients, reporting in 2010 for a periodic health evaluation, who completed either a scannable paper-based form or an online questionnaire and underwent a standardized rooming interview. Compared with face-to-face structured interview, the overall observed agreement and kappa coefficient for both methods combined (paper and online) were 97.7% and 0.69 (95% confidence interval (CI) 0.51-0.86) . For the online form they were 97.4% and 0.61 (95% CI 0.33-0.90), and for the paper form they were 97.9% and 0.75 (95% CI 0.54-0.96). There was no statistically significant difference in agreement between the online and paper-based methods (P=0.76) compared with a face-to-face structured interview. Online assessment of tobacco use status is as accurate as a paper questionnaire, and both methods have greater than 97% observed agreement with a face-to-face structured interview. The use of online assessment of tobacco use status has several advantages and more widespread use should be explored. PMID:24476559

  18. The effect of face-to-face with telephone-based counseling on sexual satisfaction among reproductive aged women in Iran.

    PubMed

    Zargar Shoushtari, Shirin; Afshari, Poorandokht; Abedi, Parvin; Tabesh, Hamed

    2015-01-01

    This study was designed to investigate and compare the effect of face-to-face with telephone-based counseling on sexual satisfaction in women of reproductive age in Iran. This study was a randomized controlled trial in which 46 married women who got married 1-5 years ago were randomly selected and assigned to 1 of 2 groups (face-to-face and telephone-based counseling). Two groups received counseling by a trained midwife once a week for 4 weeks. The sexual satisfaction (using the Sexual Satisfaction Index) score was calculated in the beginning of the study and after 4 weeks. An independent t test, chi-square test, likelihood ratio test, Fisher's exact test, and linear-by-linear test were used for analyzing data. The mean score of sexual satisfaction in the face-to-face group was 93.6 (SD = 7.1) and improved significantly to 108.08 (SD = 5.44) after intervention (p =.001). The mean score of sexual satisfaction in the telephone-based counseling was 93.52 (SD = 5) and increased to 113 (SD = 6.07) after 4 weeks (p =.001). Telephone-based counseling could increase the sexual satisfaction better than face-to-face counseling (mean difference: 20.34 [SD = 7.38] vs. 14.47 [SD = 5.32], p =.003). The telephone-based counseling is an effective and affordable method to solve the sexual problems and could increase the sexual satisfaction. Using this method in public health centers is recommended. PMID:24766525

  19. Education Innovation: Case Studies in e-Learning and Face-to-Face Teaching in Higher Education: What is the Best?

    NASA Astrophysics Data System (ADS)

    Boon, J. A.

    Education innovation is here to stay. This chapter gives the results of a study of the application of information and communication technology to advanced teaching and learning activities. It is strategically important that the technology opens up new ways of teaching and learning. The purpose of this chapter is firstly to identify the typical advanced teaching and learning activities/functions that can be applied in e-Learning and face-to-face teaching and learning. Case studies were selected from a group of teachers who have already been involved in both teaching modes for some years and thus have experience in blended teaching and learning. A number of teaching activities/functions were seen as positive in their application in the e-Learning situation. Those that stand out are peer review and collaboration, promotion of reflection and stimulation of critical and creative thinking, team teaching, promotion of discovery/extension of knowledge, and problematization of the curriculum. In face-to-face teaching and learning, inviting engagement, how to come to know, involving metaphors and analogies, teaching that connects to learning, inspire change, promote understanding, and others stand out. As seen by the teachers in the case studies, both e-Learning and face-to-face teaching and learning are seen as complementary to each other. We define this view as blended teaching and learning.

  20. Collecting Maternal Health Information From HIV-Positive Pregnant Women Using Mobile Phone-Assisted Face-to-Face Interviews in Southern Africa

    PubMed Central

    Norris, Shane; Tollman, Stephen; Richter, Linda; Rotheram-Borus, Mary Jane

    2013-01-01

    Background Most of the world’s women living with human immunodeficiency virus (HIV) reside in sub-Saharan Africa. Although efforts to reduce mother-to-child transmission are underway, obtaining complete and accurate data from rural clinical sites to track progress presents a major challenge. Objective To describe the acceptability and feasibility of mobile phones as a tool for clinic-based face-to-face data collection with pregnant women living with HIV in South Africa. Methods As part of a larger clinic-based trial, 16 interviewers were trained to conduct mobile phone–assisted personal interviews (MPAPI). These interviewers (participant group 1) completed the same short questionnaire based on items from the Technology Acceptance Model at 3 different time points. Questions were asked before training, after training, and 3 months after deployment to clinic facilities. In addition, before the start of the primary intervention trial in which this substudy was undertaken, 12 mothers living with HIV (MLH) took part in a focus group discussion exploring the acceptability of MPAPI (participant group 2). Finally, a sample of MLH (n=512) enrolled in the primary trial were asked to assess their experience of being interviewed by MPAPI (participant group 3). Results Acceptability of the method was found to be high among the 16 interviewers in group 1. Perceived usefulness was reported to be slightly higher than perceived ease of use across the 3 time points. After 3 months of field use, interviewer perceptions of both perceived ease of use and perceived usefulness were found to be higher than before training. The feasibility of conducting MPAPI interviews in this setting was found to be high. Network coverage was available in all clinics and hardware, software, cost, and secure transmission to the data center presented no significant challenges over the 21-month period. For the 12 MHL participants in group 2, anxiety about the multimedia capabilities of the phone was

  1. Identifying Gene Interaction Networks

    PubMed Central

    Bebek, Gurkan

    2016-01-01

    In this chapter, we introduce interaction networks by describing how they are generated, where they are stored, and how they are shared. We focus on publicly available interaction networks and describe a simple way of utilizing these resources. As a case study, we used Cytoscape, an open source and easy-to-use network visualization and analysis tool to first gather and visualize a small network. We have analyzed this network’s topological features and have looked at functional enrichment of the network nodes by integrating the gene ontology database. The methods described are applicable to larger networks that can be collected from various resources. PMID:22307715

  2. NIRS-Based Hyperscanning Reveals Inter-brain Neural Synchronization during Cooperative Jenga Game with Face-to-Face Communication.

    PubMed

    Liu, Ning; Mok, Charis; Witt, Emily E; Pradhan, Anjali H; Chen, Jingyuan E; Reiss, Allan L

    2016-01-01

    Functional near-infrared spectroscopy (fNIRS) is an increasingly popular technology for studying social cognition. In particular, fNIRS permits simultaneous measurement of hemodynamic activity in two or more individuals interacting in a naturalistic setting. Here, we used fNIRS hyperscanning to study social cognition and communication in human dyads engaged in cooperative and obstructive interaction while they played the game of Jenga™. Novel methods were developed to identify synchronized channels for each dyad and a structural node-based spatial registration approach was utilized for inter-dyad analyses. Strong inter-brain neural synchrony (INS) was observed in the posterior region of the right middle and superior frontal gyrus, in particular Brodmann area 8 (BA8), during cooperative and obstructive interaction. This synchrony was not observed during the parallel game play condition and the dialog section, suggesting that BA8 was involved in goal-oriented social interaction such as complex interactive movements and social decision-making. INS was also observed in the dorsomedial prefrontal cortex (dmPFC), in particular Brodmann 9, during cooperative interaction only. These additional findings suggest that BA9 may be particularly engaged when theory-of-mind (ToM) is required for cooperative social interaction. The new methods described here have the potential to significantly extend fNIRS applications to social cognitive research. PMID:27014019

  3. NIRS-Based Hyperscanning Reveals Inter-brain Neural Synchronization during Cooperative Jenga Game with Face-to-Face Communication

    PubMed Central

    Liu, Ning; Mok, Charis; Witt, Emily E.; Pradhan, Anjali H.; Chen, Jingyuan E.; Reiss, Allan L.

    2016-01-01

    Functional near-infrared spectroscopy (fNIRS) is an increasingly popular technology for studying social cognition. In particular, fNIRS permits simultaneous measurement of hemodynamic activity in two or more individuals interacting in a naturalistic setting. Here, we used fNIRS hyperscanning to study social cognition and communication in human dyads engaged in cooperative and obstructive interaction while they played the game of Jenga™. Novel methods were developed to identify synchronized channels for each dyad and a structural node-based spatial registration approach was utilized for inter-dyad analyses. Strong inter-brain neural synchrony (INS) was observed in the posterior region of the right middle and superior frontal gyrus, in particular Brodmann area 8 (BA8), during cooperative and obstructive interaction. This synchrony was not observed during the parallel game play condition and the dialog section, suggesting that BA8 was involved in goal-oriented social interaction such as complex interactive movements and social decision-making. INS was also observed in the dorsomedial prefrontal cortex (dmPFC), in particular Brodmann 9, during cooperative interaction only. These additional findings suggest that BA9 may be particularly engaged when theory-of-mind (ToM) is required for cooperative social interaction. The new methods described here have the potential to significantly extend fNIRS applications to social cognitive research. PMID:27014019

  4. Effect of face-to-face interview versus computer-assisted self-interview on disclosure of intimate partner violence among African American women in WIC clinics.

    PubMed

    Fincher, Danielle; VanderEnde, Kristin; Colbert, Kia; Houry, Debra; Smith, L Shakiyla; Yount, Kathryn M

    2015-03-01

    African American women in the United States report intimate partner violence (IPV) more often than the general population of women. Overall, women underreport IPV because of shame, embarrassment, fear of retribution, or low expectation of legal support. African American women may be especially unlikely to report IPV because of poverty, low social support, and past experiences of discrimination. The purpose of this article is to determine the context in which low-income African American women disclose IPV. Consenting African American women receiving Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) services in WIC clinics were randomized to complete an IPV screening (Revised Conflict Tactics Scales-Short Form) via computer-assisted self-interview (CASI) or face-to-face interview (FTFI). Women (n = 368) reported high rates of lifetime and prior-year verbal (48%, 34%), physical (12%, 7%), sexual (10%, 7%), and any (49%, 36%) IPV, as well as IPV-related injury (13%, 7%). Mode of screening, but not interviewer race, affected disclosure. Women screened via FTFI reported significantly more lifetime and prior-year negotiation (adjusted odds ratio [aOR] = 10.54, 3.97) and more prior-year verbal (aOR = 2.10), sexual (aOR = 4.31), and any (aOR = 2.02) IPV than CASI-screened women. African American women in a WIC setting disclosed IPV more often in face-to-face than computer screening, and race-matching of client and interviewer did not affect disclosure. Findings highlight the potential value of face-to-face screening to identify women at risk of IPV. Programs should weigh the costs and benefits of training staff versus using computer-based technologies to screen for IPV in WIC settings. PMID:24923890

  5. The effect of data collection mode on smoking attitudes and behavior in young African American and Latina women. Face-to-face interview versus self-administered questionnaires.

    PubMed

    Kaplan, C P; Hilton, J F; Park-Tanjasiri, S; Pérez-Stable, E J

    2001-08-01

    Evaluating smoking prevention and cessation programs requires valid data collection. This study examined two survey modes--face-to-face (FTF) interview and self-administered questionnaire (SAQ)--comparing response rates, sample characteristics, data quality, and response effects. From two family planning clinics, 601 female Latina and African American clients ages 12 to 21 were recruited and randomized to either group. Results reveal that neither mode is superior to the other. The SAQ may therefore be preferable for this population, despite its higher rate of incompletes, because it yields results similar to the FTF yet is more cost effective and less disruptive to clinic routines. PMID:11480308

  6. Electronic [Re]Constitution of Groups: Group Dynamics from Face-to-Face to an Online Setting

    ERIC Educational Resources Information Center

    Clouder, Lynn; Dalley, Jayne; Hargreaves, Julian; Parkes, Sally; Sellars, Julie; Toms, Jane

    2006-01-01

    The authors work as online tutors for a BSc (Hons) physiotherapy programme at Coventry University in the United Kingdom. This paper represents a stage in our developing understanding, over a 3 year period, of the impact of group dynamics on online interaction among physiotherapy students engaged in sharing with their peers their first experiences…

  7. Mother-Infant Vagal Regulation in the Face-to-Face Still-Face Paradigm is Moderated by Maternal Sensitivity

    ERIC Educational Resources Information Center

    Moore, Ginger A.; Hill-Soderlund, Ashley L.; Propper, Cathi B.; Calkins, Susan D.; Mills-Koonce, W. Roger.; Cox, Martha J.

    2009-01-01

    Parents' physiological regulation may support infants' regulation. Mothers (N=152) and 6-month-old male and female infants were observed in normal and disrupted social interaction. Affect was coded at 1-s intervals and vagal tone measured as respiratory sinus arrhythmia (RSA). Maternal sensitivity was assessed in free play. Mothers and infants…

  8. Medicaid Program; Face-to-Face Requirements for Home Health Services; Policy Changes and Clarifications Related to Home Health. Final rule.

    PubMed

    2016-02-01

    This final rule revises the Medicaid home health service definition consistent with section 6407 of the Patient Protection and Affordable Care Act of 2010 (the Affordable Care Act) and section 504 of the Medicare Access and CHIP Reauthorization Act of 2015 (MACRA) to add requirements that, for home health services, physicians document, and, for certain medical equipment, physicians or certain authorized non-physician practitioners (NPP) document the occurrence of a face-to-face encounter (including through the use of telehealth) with the Medicaid eligible beneficiary within reasonable timeframes. This rule also aligns the timeframes for the face-to-face encounter with similar regulatory requirements for Medicare home health services. In addition, this rule amends the definitions of medical supplies, equipment, and appliances. We expect minimal impact with the implementation of section 6407 of the Affordable Care Act and section 504 of MACRA. We recognize that states may have budgetary implications as a result of the amended definitions of medical supplies, equipment and appliances. Specifically, this rule may expand coverage of medical supplies, equipment and appliances under the home health benefit. There will be items that had previously only been offered under certain sections of the Act that will now be covered under the home health benefit. PMID:26859898

  9. A Self-Determination Perspective on Online Health Information Seeking: The Internet vs. Face-to-Face Office Visits With Physicians.

    PubMed

    Lee, Seow Ting; Lin, Julian

    2016-06-01

    This study elucidates the experiential and motivational aspects of online health information beyond the theoretically limited instrumental perspective that dominates the extant literature. Based on a sample of 993 online health information seekers in India, the survey found that online health information seeking offers individuals greater autonomy, competence, and relatedness compared to face-to-face office visits with physicians. According to self-determination theory, individuals are motivated to act by a sense of volition and experience of willingness, validation of one's skills and competencies, and feeling of connection with others who shaped one's decisions. These 3 psychological needs, which motivate individuals to pursue what they innately seek as human beings, help explain why individuals turn online for health information. T tests showed that all 3 self-determination theory constructs -autonomy, competence, and relatedness-were higher for online health information seeking than for face-to-face office visits with physicians. A regression analysis found that 2 variables, autonomy and relatedness, explained online health information seeking. Competence was not a significant factor, likely because of competency issues faced by individuals in interpreting, understanding, and making use of online health information. The findings, which do not suggest that online health information seeking would displace physicians as many have feared, offer promise for an integrated system of care. Office visits with physicians would necessarily evolve into an expanded communicative space of health information seeking instead of an alternative channel for health information. PMID:27186966

  10. A study of the use of a social media learning tool in a face-to-face college biology class

    NASA Astrophysics Data System (ADS)

    Grasso, SandraJean M.

    This study endeavors to elucidate how students are using the social media tool, Piazza, in their study of biology and which aspects do they find most valuable. Student perceptions of factors contributing to a community of practice through the use of Piazza were also explored. Students used Piazza primarily to communicate online with their classmates on both conceptual and administrative issues. Student use of Piazza varied according to the needs of the student with the majority of students accessing the site at least once a week. Students highly valued the ability to read posts left by other students to clarify questions. They especially appreciated the 24/7 online access of the site. Another dimension of accessibility that the students cited was that they often found explanations provided by peers easier to understand and therefore more accessible than from content experts. Students tended to post questions anonymously, however reported a strong sense of community although not a true sense of collaboration. Students took from the interactions what they individually needed even if it was a different way of looking at content, or finding out how a lab report needed to be formatted while still maintaining a sense of "being in this together". Social media allows for interactivity and content creation although most students in this study participated primarily as observers. Recommendations and suggestions for further study were provided.

  11. Dynamics of Person-to-Person Interactions from Distributed RFID Sensor Networks

    PubMed Central

    Cattuto, Ciro; Van den Broeck, Wouter; Barrat, Alain; Colizza, Vittoria; Pinton, Jean-François; Vespignani, Alessandro

    2010-01-01

    Background Digital networks, mobile devices, and the possibility of mining the ever-increasing amount of digital traces that we leave behind in our daily activities are changing the way we can approach the study of human and social interactions. Large-scale datasets, however, are mostly available for collective and statistical behaviors, at coarse granularities, while high-resolution data on person-to-person interactions are generally limited to relatively small groups of individuals. Here we present a scalable experimental framework for gathering real-time data resolving face-to-face social interactions with tunable spatial and temporal granularities. Methods and Findings We use active Radio Frequency Identification (RFID) devices that assess mutual proximity in a distributed fashion by exchanging low-power radio packets. We analyze the dynamics of person-to-person interaction networks obtained in three high-resolution experiments carried out at different orders of magnitude in community size. The data sets exhibit common statistical properties and lack of a characteristic time scale from 20 seconds to several hours. The association between the number of connections and their duration shows an interesting super-linear behavior, which indicates the possibility of defining super-connectors both in the number and intensity of connections. Conclusions Taking advantage of scalability and resolution, this experimental framework allows the monitoring of social interactions, uncovering similarities in the way individuals interact in different contexts, and identifying patterns of super-connector behavior in the community. These results could impact our understanding of all phenomena driven by face-to-face interactions, such as the spreading of transmissible infectious diseases and information. PMID:20657651

  12. Cobalamin-Independent Methionine Synthase (MetE): A Face-to-Face Double Barrel that Evolved by Gene Duplication

    SciTech Connect

    Pejcha, Robert; Ludwig, Martha L.

    2010-03-08

    Cobalamin-independent methionine synthase (MetE) catalyzes the transfer of a methyl group from methyltetrahydrofolate to L-homocysteine (Hcy) without using an intermediate methyl carrier. Although MetE displays no detectable sequence homology with cobalamin-dependent methionine synthase (MetH), both enzymes require zinc for activation and binding of Hcy. Crystallographic analyses of MetE from T. maritima reveal an unusual dual-barrel structure in which the active site lies between the tops of the two ({beta}{alpha}){sub 8} barrels. The fold of the N-terminal barrel confirms that it has evolved from the C-terminal polypeptide by gene duplication; comparisons of the barrels provide an intriguing example of homologous domain evolution in which binding sites are obliterated. The C-terminal barrel incorporates the zinc ion that binds and activates Hcy. The zinc-binding site in MetE is distinguished from the (Cys){sub 3}Zn site in the related enzymes, MetH and betaine-homocysteine methyltransferase, by its position in the barrel and by the metal ligands, which are histidine, cysteine, glutamate, and cysteine in the resting form of MetE. Hcy associates at the face of the metal opposite glutamate, which moves away from the zinc in the binary E {center_dot} Hcy complex. The folate substrate is not intimately associated with the N-terminal barrel; instead, elements from both barrels contribute binding determinants in a binary complex in which the folate substrate is incorrectly oriented for methyl transfer. Atypical locations of the Hcy and folate sites in the C-terminal barrel presumably permit direct interaction of the substrates in a ternary complex. Structures of the binary substrate complexes imply that rearrangement of folate, perhaps accompanied by domain rearrangement, must occur before formation of a ternary complex that is competent for methyl transfer.

  13. Cobalamin-Independent Methionine Synthase (MetE): A Face-to-Face Double Barrel That Evolved by Gene Duplication

    PubMed Central

    2005-01-01

    Cobalamin-independent methionine synthase (MetE) catalyzes the transfer of a methyl group from methyltetrahydrofolate to L-homocysteine (Hcy) without using an intermediate methyl carrier. Although MetE displays no detectable sequence homology with cobalamin-dependent methionine synthase (MetH), both enzymes require zinc for activation and binding of Hcy. Crystallographic analyses of MetE from T. maritima reveal an unusual dual-barrel structure in which the active site lies between the tops of the two (βα)8 barrels. The fold of the N-terminal barrel confirms that it has evolved from the C-terminal polypeptide by gene duplication; comparisons of the barrels provide an intriguing example of homologous domain evolution in which binding sites are obliterated. The C-terminal barrel incorporates the zinc ion that binds and activates Hcy. The zinc-binding site in MetE is distinguished from the (Cys)3Zn site in the related enzymes, MetH and betaine–homocysteine methyltransferase, by its position in the barrel and by the metal ligands, which are histidine, cysteine, glutamate, and cysteine in the resting form of MetE. Hcy associates at the face of the metal opposite glutamate, which moves away from the zinc in the binary E·Hcy complex. The folate substrate is not intimately associated with the N-terminal barrel; instead, elements from both barrels contribute binding determinants in a binary complex in which the folate substrate is incorrectly oriented for methyl transfer. Atypical locations of the Hcy and folate sites in the C-terminal barrel presumably permit direct interaction of the substrates in a ternary complex. Structures of the binary substrate complexes imply that rearrangement of folate, perhaps accompanied by domain rearrangement, must occur before formation of a ternary complex that is competent for methyl transfer. PMID:15630480

  14. Using Personal Mobile Phones to Assess Dietary Intake in Free-Living Adolescents: Comparison of Face-to-Face Versus Telephone Training

    PubMed Central

    Sabaté, Joan

    2016-01-01

    Background Traditional paper-based methods to assess food intake can be cumbersome for adolescents; use of mobile phones to track and photograph what they eat may be a more convenient, reliable, and compelling way to collect data. Objective Our aims were to determine (1) the feasibility of using personal mobile phones to send food records with digital images (FRDIs) among free-living adolescents and (2) whether the quality of food records differed between a high-level intervention group (ie, face-to-face training plus real-time support) and a low-level intervention group (ie, telephone training plus next-day follow-up). Methods Adolescents (N=42, 11 males and 31 females) aged 12-18 years who had a mobile phone with camera enrolled in the study via consecutive sampling. The first group (n=21) received face-to-face training while the second group (n=21) was trained via telephone. Participants received a fiducial marker (FM) and completed a 1-day FRDI using their mobile phones. At every eating occasion, participants were to (1) take clear images of their meals/food with a correctly placed fiducial marker before eating, (2) send the image immediately to a designated email address, (3) right after completing a meal, send a text message listing the time and name of the meal, foods eaten, and amounts eaten, and (4) before sleep, send an “end” text message to indicate completion of food recording. Those who received face-to-face training received real-time support during reporting; those trained by telephone received next-day follow-up. Descriptive statistics and comparison tests were used to determine performance of the groups. Results All participants (N=42) who underwent training completed their 1-day FRDI. A significantly greater proportion of the low-level intervention group compared to the high-level intervention group placed their FM correctly in the image (95% vs 43%, P<.001), had complete information for each meal in their food record (95% vs 71%, P=.04), and

  15. Grafting porphyrins (face-to-edge/orthogonal versus face-to-face/parallel) to ZnO en route toward dye-sensitized solar cells.

    PubMed

    Werner, Fabian; Gnichwitz, Jan-Frederik; Marczak, Renata; Palomares, Emilio; Peukert, Wolfgang; Hirsch, Andreas; Guldi, Dirk M

    2010-11-18

    Novel types of binding motives have been investigated within the context of sensitizing ZnO-based dye-sensitized solar cells with metalloporphyrins. In particular, a complementary class of metalloporphyrin has been synthesized to probe the impact of a face-to-edge/orthogonal versus face-to-face/parallel orientation of the metalloporphyrin with respect to ZnO and has been compared to TiO(2)-based dye-sensitized solar cells. Our studies provide a deep and detailed understanding of the individual electron-transfer processes at the ZnO/metalloporphyrin interface, that is, electron injection, recombination, and dye regeneration, by means of steady-state and time-resolved techniques. Interestingly, we found that for our novel ZnO/metalloporphyrin systems, the injection efficiencies are close to unity, despite their long, nonconjugated anchoring group length. PMID:20608700

  16. Integration of e-Health Tools Into Face-to-Face Psychotherapy for Borderline Personality Disorder: A Chance to Close the Gap Between Demand and Supply?

    PubMed

    Fassbinder, Eva; Hauer, Andrea; Schaich, Anja; Schweiger, Ulrich; Jacob, Gitta A; Arntz, Arnoud

    2015-08-01

    Borderline personality disorder (BPD) is a severe, highly prevalent mental disorder. Effective psychological treatments for BPD are available. However, most patients do not receive evidence-based treatments partly because of high treatment delivery costs and lack of specialized therapists. By integrating specialized e-health tools into BPD-specific treatments, treatment intensity can be increased, frequency of face-to-face sessions and burden for psychotherapists can be reduced, and implementation of new skills and experiences in the everyday life of these patients can be promoted. This bears great potential to increase the availability of evidenced-based psychotherapy for BPD patients and close the gap between demand and supply. In this article we present such an innovative e-health tool, priovi, which has been developed for schema therapy. The concept and application of priovi are described and illustrated with a case example. PMID:26207730

  17. High Satisfaction and Low Distress in Breast Cancer Patients One Year after BRCA-Mutation Testing without Prior Face-to-Face Genetic Counseling.

    PubMed

    Sie, Aisha S; Spruijt, Liesbeth; van Zelst-Stams, Wendy A G; Mensenkamp, Arjen R; Ligtenberg, Marjolijn J L; Brunner, Han G; Prins, Judith B; Hoogerbrugge, Nicoline

    2016-06-01

    According to standard practice following referral to clinical genetics, most high risk breast cancer (BC) patients in many countries receive face-to-face genetic counseling prior to BRCA-mutation testing (DNA-intake). We evaluated a novel format by prospective study: replacing the intake consultation with telephone, written and digital information sent home. Face-to-face counseling then followed BRCA-mutation testing (DNA-direct). One year after BRCA-result disclosure, 108 participants returned long-term follow-up questionnaires, of whom 59 (55 %) had previously chosen DNA-direct (intervention) versus DNA-intake (standard practice i.e., control: 45 %). Questionnaires assessed satisfaction and psychological distress. All participants were satisfied and 85 % of DNA-direct participants would choose this procedure again; 10 % would prefer DNA-intake and 5 % were undecided. In repeated measurements ANOVA, general distress (GHQ-12, p = 0.01) and BC-specific distress (IES-bc, p = 0.03) were lower in DNA-direct than DNA-intake at all time measurements. Heredity-specific distress (IES-her) did not differ significantly between groups. Multivariate regression analyses showed that choice of procedure did not significantly contribute to either general or heredity-specific distress. BC-specific distress (after BC diagnosis) did contribute to both general and heredity-specific distress. This suggests that higher distress scores reflected BC experience, rather than the type of genetic diagnostic procedure. In conclusion, the large majority of BC patients that used DNA-direct reported high satisfaction without increased distress both in the short term, and 1 year after conclusion of genetic testing. PMID:26531312

  18. Face-to-Face Communication

    ERIC Educational Resources Information Center

    Batten, Joe D.

    1976-01-01

    Discusses the elusive elements to be found in truly effective one-to-one relationships--vulnerability, openness, positive listening, kinesics, high expectations, formation of conclusions, reinforcement, caring, and integrity. (Author/IRT)

  19. Supporting More Inclusive Learning with Social Networking: A Case Study of Blended Socialised Design Education

    ERIC Educational Resources Information Center

    Rodrigo, Russell; Nguyen, Tam

    2013-01-01

    This paper presents a qualitative case study of socialised blended learning, using a social network platform to investigate the level of literacies and interactions of students in a blended learning environment of traditional face-to-face design studio and online participatory teaching. Using student and staff feedback, the paper examines the use…

  20. Predictors of Response to Web-Based Cognitive Behavioral Therapy With High-Intensity Face-to-Face Therapist Guidance for Depression: A Bayesian Analysis

    PubMed Central

    Mittner, Matthias; Lillevoll, Kjersti; Katla, Susanne Kvam; Kolstrup, Nils; Eisemann, Martin; Friborg, Oddgeir; Waterloo, Knut

    2015-01-01

    Background Several studies have demonstrated the effect of guided Internet-based cognitive behavioral therapy (ICBT) for depression. However, ICBT is not suitable for all depressed patients and there is a considerable level of nonresponse. Research on predictors and moderators of outcome in ICBT is inconclusive. Objective This paper explored predictors of response to an intervention combining the Web-based program MoodGYM and face-to-face therapist guidance in a sample of primary care patients with mild to moderate depressive symptoms. Methods Participants (N=106) aged between 18 and 65 years were recruited from primary care and randomly allocated to a treatment condition or to a delayed treatment condition. The intervention included the Norwegian version of the MoodGYM program, face-to-face guidance from a psychologist, and reminder emails. In this paper, data from the treatment phase of the 2 groups was merged to increase the sample size (n=82). Outcome was improvement in depressive symptoms during treatment as assessed with the Beck Depression Inventory-II (BDI-II). Predictors included demographic variables, severity variables (eg, number of depressive episodes and pretreatment depression and anxiety severity), cognitive variables (eg, dysfunctional thinking), module completion, and treatment expectancy and motivation. Using Bayesian analysis, predictors of response were explored with a latent-class approach and by analyzing whether predictors affected the slope of response. Results A 2-class model distinguished well between responders (74%, 61/82) and nonresponders (26%, 21/82). Our results indicate that having had more depressive episodes, being married or cohabiting, and scoring higher on a measure of life satisfaction had high odds for positively affecting the probability of response. Higher levels of dysfunctional thinking had high odds for a negative effect on the probability of responding. Prediction of the slope of response yielded largely similar

  1. 3rd Annual Earth System Grid Federation and 3rd Annual Earth System Grid Federation and Ultrascale Visualization Climate Data Analysis Tools Face-to-Face Meeting Report December 2013

    SciTech Connect

    Williams, Dean N.

    2014-02-21

    The climate and weather data science community gathered December 3–5, 2013, at Lawrence Livermore National Laboratory, in Livermore, California, for the third annual Earth System Grid Federation (ESGF) and Ultra-scale Visualization Climate Data Analysis Tools (UV-CDAT) Face-to-Face (F2F) Meeting, which was hosted by the Department of Energy, National Aeronautics and Space Administration, National Oceanic and Atmospheric Administration, the European Infrastructure for the European Network of Earth System Modelling, and the Australian Department of Education. Both ESGF and UV-CDAT are global collaborations designed to develop a new generation of open-source software infrastructure that provides distributed access and analysis to observed and simulated data from the climate and weather communities. The tools and infrastructure developed under these international multi-agency collaborations are critical to understanding extreme weather conditions and long-term climate change, while the F2F meetings help to build a stronger climate and weather data science community and stronger federated software infrastructure. The 2013 F2F meeting determined requirements for existing and impending national and international community projects; enhancements needed for data distribution, analysis, and visualization infrastructure; and standards and resources needed for better collaborations.

  2. Face-to-face Sun Protection Training and Text Messages Improve Sun Protection Behaviour in Adolescent Organ Transplant Recipients: HIPPOlino Feasibility Study.

    PubMed

    Sachse, Michael M; Böttcher, Silke; Pape, Lars; Wagner, Gunnar; Mehls, Otto; Klaus, Günter; Laschewski, Gudrun; Barz, Mareike; Jahn, Ingeborg; Zeeb, Hajo

    2016-03-01

    Adolescent organ transplant recipients have an increased risk of developing skin cancer. The aim of this study was to evaluate the technical feasibility and acceptability of short messaging service-based sun protection recommendations for adolescent patients. Sun-protective knowledge and behaviour were also evaluated using standardized questionnaires and telephone interviews. Twenty-six organ transplant recipients aged 13-22 years participated in face-to-face sun protection training. Subsequently, participants received sun protection reminders via text messages for 4 weeks. Of the participants 95% reported that they checked text messages on a regular basis. Of the 26 organ transplant recipients 19 completed questionnaires before sun protection training and 4 weeks later; 16% (3/19) knew the meaning of the UV-index before training. After training, 74% (14/19) remembered that the term UV-index describes the maximum daily level of local UV radiation. Text message-based sun protection recommendations are well accepted and technically feasible in adolescent organ transplant recipients. PMID:26336924

  3. Obtaining sensitive information from a wary population: a comparison of telephone and face-to-face surveys of welfare recipients in the United States.

    PubMed

    Pridemore, William Alex; Damphousse, Kelly R; Moore, Rebecca K

    2005-09-01

    Recent studies reveal the benefits of technological developments such as audio computer assisted self-interviewing (A-CASI) in interview methodology, especially for surveys of sensitive behavior and information. However, we believe that the selection of mode of administration depends not only on the technology available and the behavior of interest, but also on the specific population under study. We therefore assess survey mode effects on reported rates of alcohol and drug use among welfare recipients, an especially important group for scholars and public health agencies. The sample consisted of adult recipients of Temporary Assistance to Needy Families (TANF) in Oklahoma, January 2001. Adjusting for demographic characteristics, employment, and education, we employ odds ratios to compare 30-day, 1 year, and lifetime prevalence estimates from telephone and face-to-face surveys. Telephone methodology yields similar or higher estimates for lifetime prevalence of alcohol, marijuana, and hard drug use and abuse, though lower estimates of recent use. We discuss our findings in relation to underfunded public health agencies that must efficiently assess and respond to local levels of drug abuse and we conclude that mode selection may depend upon the population under study. PMID:15955399

  4. [Pentax-AWS Airwayscope for awake tracheal intubation in the face-to-face sitting position in an emergency patient with acute exacerbation of aortic stenosis].

    PubMed

    Seno, Hisayo; Komasawa, Nobuyasu; Tatsumi, Shinichi; Ohchi, Fumihiro; Miyazaki, Yu; Minami, Toshiaki

    2014-08-01

    We report a successful awake tracheal intubation in an emergency patient with acute exacerbation of aortic stenosis using the Pentax-AWS Airwayscope (AWS). An 83-year-old woman was admitted to our emergency department for severe dyspnea due to exacerbation of aortic stenosis. Her Sp(O2) was 92-93% even after administration of 10 l x min(-1) oxygen through a reservoir-attached face mask. As she could not remain in the supine position, emergency tracheal intubation in the sitting position was required. After topical anesthesia with 8% lidocaine and careful administration of midazolam, the AWS was inserted into her mouth in the sitting, face-to-face position. The AWS allowed for visualization of the glottis and safe placement of the tracheal tube. Sufficient spontaneous ventilation was maintained during interventions with minimum vital sign changes. Awake intubation in the sitting position with the AWS may be helpful in resolving cardiovascular crisis in patients unable to maintain the supine position. PMID:25199329

  5. Weight management by phone conference call: A comparison with a traditional face-to-face clinic. Rationale and design for a randomized equivalence trial

    PubMed Central

    Lambourne, Kate; Washburn, Richard A.; Gibson, Cheryl; Sullivan, Debra K.; Goetz, Jeannine; Lee, Robert; Smith, Bryan K.; Mayo, Matthew S.; Donnelly, Joseph E.

    2012-01-01

    State-of-the-art treatment for weight management consists of a behavioral intervention to facilitate decreased energy intake and increased physical activity. These interventions are typically delivered face-to-face (FTF) by a health educator to a small group of participants. There are numerous barriers to participation in FTF clinics including availability, scheduling, the expense and time required to travel to the clinic site, and possible need for dependent care. Weight management clinics delivered by conference call have the potential to diminish or eliminate these barriers. The conference call approach may also reduce burden on providers, who could conduct clinic groups from almost any location without the expenses associated with maintaining FTF clinic space. A randomized trial will be conducted in 395 overweight/obese adults (BMI 25–39.9 kg/m2) to determine if weight loss (6 months) and weight maintenance (12 months) are equivalent between weight management interventions utilizing behavioral strategies and pre-packaged meals delivered by either a conference call or the traditional FTF approach. The primary outcome, body weight, will be assessed at baseline, 6, 12 and 18 months. Secondary outcomes including waist circumference, energy and macronutrient intake, and physical activity and will be assessed on the same schedule. In addition, a cost analysis and extensive process evaluation will be completed. PMID:22664647

  6. Attempt to Generate a Strong and Uniform Magnetic Field by Face-to-face HTS Bulk Elements in a Magnet System

    NASA Astrophysics Data System (ADS)

    Oka, Tetsuo; Hirayama, Eri; Takahashi, Yasuhiro; Kanai, Tomoaki; Ogawa, Jun; Fukui, Satoshi; Sato, Takao; Yokoyama, Kazuya; Nakamura, Takashi

    A unique experimental attempt aiming to obtain a uniform magnetic field space as required for NMR has been carried out with use of HTS bulk magnets. The magnetic poles were activated as 1.8 T (North) and 1.4 T (South) at 30 K by applyinga pulsed magnetic field up to 7 T, and positioned face-to-face with gaps less than 70 mm. The uniformity of the magnetic field required for detecting the NMR signals isless than 1,500 ppm at more than 0.3 T in the cross sectional plane of 2 x 2 mm2. After thepreliminary trials whichrevealed auniformity of 5,421 ppm at 0.44 T in a70 mm gap, we attached a ferromagnetic iron plate to a magnetic pole surface to change the magnetic field distribution to be concave. The best uniformity of 358 ppm at 1.11 T was obtained at 9 mm distance from the iron plate surface in a gap of 30 mm. It is stated that the concave magnetic field distribution was compensated by the counter conical-shape field, resulting in the uniform field plane.

  7. Tablet and Face-to-Face Hybrid Professional Development: Providing Earth Systems Science Educators Authentic Research Opportunities through The GLOBE Program at Purdue University

    NASA Astrophysics Data System (ADS)

    Wegner, K.; Branch, B. D.; Smith, S. C.

    2013-12-01

    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program (www.globe.gov). GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based authentic science investigations of the environment and the Earth system working in close partnership with NASA, NOAA and NSF Earth System Science Projects (ESSP's) in study and research about the dynamics of Earth's environment. GLOBE Partners conduct face-to-face Professional Development in more than 110 countries, providing authentic scientific research experience in five investigation areas: atmosphere, earth as a system, hydrology, land cover, and soil. This presentation will provide a sample for a new framework of Professional Development that was implemented in July 2013 at Purdue University lead by Mr. Steven Smith who has tested GLOBE training materials for future training. The presentation will demonstrate how institutions can provide educators authentic scientific research opportunities through various components, including: - Carrying out authentic research investigations - Learning how to enter their authentic research data into the GLOBE database and visualize it on the GLOBE website - Learn how to access to NASA's Earth System Science resources via GLOBE's new online 'e-Training Program' - Exploring the connections of their soil protocol measurements and the history of the soil in their area through iPad soils app - LIDAR data exposure, Hydrology data exposure

  8. Reducing general practice trainees' antibiotic prescribing for respiratory tract infections: an evaluation of a combined face-to-face workshop and online educational intervention.

    PubMed

    Magin, Parker J; Morgan, Simon; Tapley, Amanda; Davis, Joshua S; McArthur, Lawrie; Henderson, Kim M; Mulquiney, Katie J; Dallas, Anthea; Davey, Andrew R; Scott, John; van Driel, Mieke L

    2016-03-01

    Over-prescription of antibiotics for non-pneumonia respiratory tract infections (RTIs) is a major concern in general practice. Australian general practice registrars (trainees) have inappropriately high rates of prescription of antibiotics for RTIs. The 'apprenticeship' educational model and the trainee-trainer relationship are drivers of this inappropriate prescribing. We aimed to reduce registrars' non-pneumonia RTI antibiotic prescribing via an educational intervention (a 90-min face-to-face workshop supported by online modules), complemented by delivery of the same intervention, separately, to their trainers. We conducted a pre- and post-intervention comparison of the registrars' intention to prescribe antibiotics for common RTIs using McNemar's test. We similarly tested changes in supervisors' intended prescribing. Prescribing intentions were elicited by responses to six written clinical vignettes (upper respiratory tract infection, otitis media, sore throat and three acute bronchitis vignettes). We found that, for registrars, there were statistically significant reductions in antibiotic prescribing for the sore throat (24.0% absolute reduction), otitis media (17.5% absolute reduction) and two of the three acute bronchitis (12.0% and 18.0% absolute reduction) vignettes. There were significant reductions in supervisors' antibiotic prescribing intentions for the same four vignettes. We conclude that our intervention produced a significant change in registrars' intention to prescribe antibiotics for non-pneumonia RTIs. PMID:27005837

  9. Attitude and Communication in the Electronic Classroom: A Closer Look at the Interactive Television System of Instruction.

    ERIC Educational Resources Information Center

    Alford, Nancy I.

    A study investigated the effects of Interactive Television (ITV--a two-way television system of instruction which is a near replication of face-to-face classroom instruction) on learning. Sixty-seven rural, midwestern high school students who were taking classes via ITV were asked to complete a network analysis survey to identify the frequency of…

  10. Models, Entropy and Information of Temporal Social Networks

    NASA Astrophysics Data System (ADS)

    Zhao, Kun; Karsai, Márton; Bianconi, Ginestra

    Temporal social networks are characterized by heterogeneous duration of contacts, which can either follow a power-law distribution, such as in face-to-face interactions, or a Weibull distribution, such as in mobile-phone communication. Here we model the dynamics of face-to-face interaction and mobile phone communication by a reinforcement dynamics, which explains the data observed in these different types of social interactions. We quantify the information encoded in the dynamics of these networks by the entropy of temporal networks. Finally, we show evidence that human dynamics is able to modulate the information present in social network dynamics when it follows circadian rhythms and when it is interfacing with a new technology such as the mobile-phone communication technology.

  11. Interacting neural networks.

    PubMed

    Metzler, R; Kinzel, W; Kanter, I

    2000-08-01

    Several scenarios of interacting neural networks which are trained either in an identical or in a competitive way are solved analytically. In the case of identical training each perceptron receives the output of its neighbor. The symmetry of the stationary state as well as the sensitivity to the used training algorithm are investigated. Two competitive perceptrons trained on mutually exclusive learning aims and a perceptron which is trained on the opposite of its own output are examined analytically. An ensemble of competitive perceptrons is used as decision-making algorithms in a model of a closed market (El Farol Bar problem or the Minority Game. In this game, a set of agents who have to make a binary decision is considered.); each network is trained on the history of minority decisions. This ensemble of perceptrons relaxes to a stationary state whose performance can be better than random. PMID:11088736

  12. ACT Internet-based vs face-to-face? A randomized controlled trial of two ways to deliver Acceptance and Commitment Therapy for depressive symptoms: an 18-month follow-up.

    PubMed

    Lappalainen, Päivi; Granlund, Anna; Siltanen, Sari; Ahonen, Suvi; Vitikainen, Minna; Tolvanen, Asko; Lappalainen, Raimo

    2014-10-01

    The aim of the present study was to investigate two interventions based on Acceptance and Commitment Therapy (ACT) for depressive symptoms: A face-to-face treatment (ACT group) was compared to a guided self-help treatment delivered via the Internet consisting of two assessment sessions (pre and post) and an ACT-based Internet program (iACT). Outpatients experiencing at least mild depressive symptoms were randomized to either approach. The iACT treatment group received access to an ACT-based Internet program and supportive web-based contact over a period of 6 weeks. The face-to-face group received ACT-based treatment once a week over the same period of time. In both groups, the results showed a significant effect on depression symptomatology, and general wellbeing after treatment and at the 18-month follow-up. However, the data indicated that the iACT group changed differently regarding depressive symptoms and wellbeing as compared to the face-to face ACT group. Results showed large pre-treatment to 18-month follow-up within-group effect sizes for all symptom measures in the iACT treatment group (1.59-2.08), and for most outcome measures in the face-to-face ACT group (1.12-1.37). This non-inferiority study provides evidence that guided Internet-delivered ACT intervention can be as effective as ACT-based face-to-face treatment for outpatients reporting depressive symptoms, and it may offer some advantages over a face-to-face intervention. PMID:25127179

  13. Face-to-face Information and Emotional Support from Trained Nurses Reduce Pain During Screening Mammography: Results from a Randomized Controlled Trial.

    PubMed

    Fernández-Feito, Ana; Lana, Alberto; Cabello-Gutiérrez, Lourdes; Franco-Correia, Sara; Baldonedo-Cernuda, Ricardo; Mosteiro-Díaz, Pilar

    2015-12-01

    Pain and discomfort during breast examination can affect a woman's adherence to breast cancer-screening programs. The aim of this study was to determine whether a nursing intervention protocol that provides verbal information and support to women could reduce pain during mammography. A randomized controlled trial of 436 Spanish women aged 50-69 who attended a breast-screening program was performed. The experimental group received a customized nursing intervention that provided face-to-face information and emotional support during the examination. Pain and anxiety were measured using a visual analogue scale and the State-Trait Anxiety Inventory, respectively. Data regarding several potential confounders were also collected. The adjusted means of pain level in the study group were obtained from multiple linear regressions, and the adjusted odds ratios (OR) and 95% confidence intervals (CI) were obtained via logistic regression. After the intervention, the level of pain was significantly lower (p = .03) in the experimental group (0.98 ± 2.28) compared with the group treated with normal care (1.48 ± 2.29). Consequently, the probability of feeling pain during mammography was lower among women in the experimental group (OR = 0.44; 95% CI: 0.24-0.81). The intervention was more effective among women with the highest anxiety levels (OR = 0.33; 95% CI: 0.11-0.98), who did not expect pain (OR = 0.28; 95% CI: 0.08-0.97), and who did not fear the outcome of the mammography (OR = 0.18; 95% CI: 0.04-0.85). Providing verbal information, as well as supporting the women during the test, is a simple and achievable intervention for nurses and can help to reduce pain during screening mammography. PMID:26362406

  14. Understanding perception of chronic obstructive pulmonary disease among general practitioners, physicians, and pulmonologists in India: Results from a face-to-face survey

    PubMed Central

    Kaur, Ishpreet; Aggarwal, Bhumika; Gogtay, Jaideep

    2016-01-01

    Background: Challenges exist in the diagnosis, management and follow-up of patients with chronic obstructive pulmonary disease (COPD) in India. Lack of awareness of the disease, its symptoms and its implications may significantly contribute in preventing individuals with symptoms from seeking advice from their primary care physicians or eliminating risk factors. This cross-sectional survey aimed to explore the attitudes, beliefs, and knowledge of doctors (general practitioners [GPs], physicians and pulmonologists) related to COPD recognition, diagnosis, and treatment in India. Methods: Data was collated from 91 randomly selected GPs, physicians and pulmonologists through a questionnaire and face-to-face interviews, in 8 cities of India. Results: The response rate to the survey was 68% (61 out of 91). Majority of the doctors (90% of GPs-physicians and 82% of pulmonologists) reported that patients with COPD visit them at moderate to severe stages of the disease. 44% of the GPs and physicians reported that they had never performed spirometry to make a diagnosis of COPD. About 35% of doctors reported that COPD occurred only in smokers. The most common reported barriers to the treatment of COPD were difficulty in explaining COPD to the patients, poor patient compliance to the prescribed treatment and the inability of patients to give up smoking. Most doctors agreed that compliance with treatment is a major concern in patients with COPD due to an ageing population, existence of limited therapeutic options and presence of comorbidities. Conclusion: The results of this cross-sectional survey of doctors in India, highlighted the need for increasing the awareness about COPD at both doctor and patients level to overcome the prevalent under-diagnosis and under-treatment in COPD. PMID:27141477

  15. Automated Behavioral Text Messaging and Face-to-Face Intervention for Parents of Overweight or Obese Preschool Children: Results From a Pilot Study

    PubMed Central

    2016-01-01

    Background Children are 5 times more likely to be overweight at the age of 12 years if they are overweight during the preschool period. Objective The purpose of this study was to establish the feasibility, acceptability, and preliminary effects of a cognitive behavioral intervention (TEXT2COPE) synergized with tailored mobile technology (mHealth) on the healthy lifestyle behaviors of parents of overweight and obese preschoolers delivered in a primary care setting. Methods Fifteen preschooler-parent dyads recruited through primary care clinics completed a manualized 7-week cognitive behavioral skills building intervention. Beck’s Cognitive Theory guided the TEXT2COPE intervention content and Fogg’s Behavior Model guided the implementation. The intervention employed a combination of face-to-face clinic visits and ecological momentary interventions using text messaging (short message service, SMS). To enhance the intervention’s relevance to the family’s needs, parents dictated the wording of the text messages and also were able to adapt the frequency and timing of delivery throughout program implementation. Results Self-reported findings indicate that the program is feasible and acceptable in this population. The intervention showed preliminary effects with significant improvements on parental knowledge about nutrition (P=.001) and physical activity (P=.012) for their children, parental beliefs (P=.001) toward healthy lifestyles, and parental behaviors (P=.040) toward engaging in healthy lifestyle choices for their children. Effect sizes were medium to large for all variables. The timing, frequency, and wording of the text messages were tailored to the individual families, with 69% of parents (9/13) increasing the frequency of the tailored SMS from being sent once weekly to as many as 5 times a week. Conclusions Utilizing a cognitive behavioral skills intervention with SMS has great potential for supporting clinical care of overweight and obese preschool

  16. A dynamic system analysis of dyadic flexibility and stability across the Face-to-Face Still-Face procedure: application of the State Space Grid.

    PubMed

    Provenzi, Livio; Borgatti, Renato; Menozzi, Giorgia; Montirosso, Rosario

    2015-02-01

    The Face-to-Face Still-Face (FFSF) paradigm allows to study the mother-infant dyad as a dynamic system coping with social stress perturbations. The State Space Grid (SSG) method is thought to depict both flexibility and stability of the dyad across perturbations, but previous SSG evidence for the FFSF is limited. The main aims were: (1) to investigate mother-infant dyadic flexibility and stability across the FFSF using the SSG; (2) to evaluate the influence of dyadic functioning during Play on infant Still-Face response and of infant stress response in affecting dyadic functioning during Reunion. Forty 4-month-old infants and their mothers were micro-analytically coded during a FFSF and eight SSG dyadic states were obtained. Dyadic flexibility and attractor states were assessed during Play and Reunion. Infants' stress response was coded as negative engagement during the Still-Face episode. Two dyadic states, "maternal hetero-regulation" and "affective mismatch", showed significant changes in the number of visits from Play to Reunion. During Play "maternal positive support to infant play" emerged as attractor state, whereas during Reunion a second attractor emerged, namely "affective mismatch". Dyadic affective mismatch during Play correlated with infants' negative engagement during Still-Face, whereas infants' response to Still-Face resulted in minor social matching during Reunion. Findings provide new insights into the flexible, yet stable, functioning of the mother-infant dyad as a dynamic system. Evidence of a reciprocal influence between dyadic functioning and infant social stress response are discussed. PMID:25463152

  17. Anion Binding by Dimetallic Nickel(II) and Nickel(III) Complexes of a Face-to-Face Bicyclam: Looking for a Bimacrocyclic Effect.

    PubMed

    Boiocchi, Massimo; Fabbrizzi, Luigi; Fusco, Nadia; Invernici, Michele; Licchelli, Maurizio; Poggi, Antonio

    2016-03-21

    The dinickel(II) complex of the face-to-face bicyclam ligand α,α'-bis(5,7-dimethyl-1,4,8,11-tetraazacyclotetradecan-6-yl)-o-xylene (L∩L) in a dimethyl sulfoxide solution exists as a mixture of high- and low-spin forms and uptakes up to three halide and pseudohalide ions (X(-)), according to stepwise equilibria, whose constants were determined through spectrophotometric titration experiments. In the case of halides, the first anion goes into the intermetallic cavity, whereas pseudohalides first coordinate the metal center from outside. Comparison with equilibrium data for the complex with the macrocycle 5,7-dimethyl-6-benzyl-1,4,8,11-tetraazacyclotetradecane (L) shows that the dinuclear complex [Ni(II)2(L∩L)](4+) displays an affinity for the first halide distinctly higher than the mononuclear complex [Ni(II)(L)](2+), thus disclosing the existence of a bimacrocyclic effect for anion binding. Differential pulse voltammetry studies typically showed a three-peak profile: the most anodic pertaining to the [Ni(II)2(L∩L)](4+) → Ni(III)2(L∩L)](6+) two-electron process, then one originating from the [Ni(II)2(L∩L)X](3+) → Ni(III)2(L∩L)X](5+) two-electron process, and one deriving from the two two-electron half reactions [Ni(II)2(L∩L)X2](2+) → Ni(III)2(L∩L)X2](4+) and [Ni(II)2(L∩L)X3](+) → Ni(III)2(L∩L)X3](3+), taking place at nearly the same potential. The crystal structure of the [Ni(II)2(L∩L)(μ-NCO)(NCO)2]ClO4·2.5H2O complex salt showed a caterpillar arrangement of the three metal-bound cyanate ions. PMID:26930304

  18. Student Success and Perceptions of Course Satisfaction in Face-to-Face, Hybrid, and Online Sections of Introductory Biology Classes at Three, Open Enrollment, Two-Year Colleges in Southern Missouri

    ERIC Educational Resources Information Center

    Hill, Joyce Diane

    2013-01-01

    Introductory biology courses at two-year, open enrollment colleges in America are presented in a variety of different course delivery formats. Traditionally, most students have enrolled in seated or face-to-face (F2F) lectures and laboratories. There is increased demand for courses presented online or in a hybrid format, although some studies…

  19. Stakeholders’ perspectives on access-to-medicines policy and research priorities in Latin America and the Caribbean: face-to-face and web-based interviews

    PubMed Central

    2014-01-01

    Background This study aims to rank policy concerns and policy-related research issues in order to identify policy and research gaps on access to medicines (ATM) in low- and middle-income countries in Latin America and the Caribbean (LAC), as perceived by policy makers, researchers, NGO and international organization representatives, as part of a global prioritization exercise. Methods Data collection, conducted between January and May 2011, involved face-to-face interviews in El Salvador, Colombia, Dominican Republic, and Suriname, and an e-mail survey with key-stakeholders. Respondents were asked to choose the five most relevant criteria for research prioritization and to score policy/research items according to the degree to which they represented current policies, desired policies, current research topics, and/or desired research topics. Mean scores and summary rankings were obtained. Linear regressions were performed to contrast rankings concerning current and desired policies (policy gaps), and current and desired research (research gaps). Results Relevance, feasibility, and research utilization were the top ranked criteria for prioritizing research. Technical capacity, research and development for new drugs, and responsiveness, were the main policy gaps. Quality assurance, staff technical capacity, price regulation, out-of-pocket payments, and cost containment policies, were the main research gaps. There was high level of coherence between current and desired policies: coefficients of determination (R2) varied from 0.46 (Health system structure; r = 0.68, P <0.01) to 0.86 (Sustainable financing; r = 0.93, P <0.01). There was also high coherence between current and desired research on Rational selection and use of medicines (r = 0.71, P <0.05, R2 = 0.51), Pricing/affordability (r = 0.82, P <0.01, R2 = 0.67), and Sustainable financing (r = 0.76, P <0.01, R2 = 0.58). Coherence was less for Health system structure (r = 0.61, P <0.01, R2 = 0.38). Conclusions This

  20. The Clinical Effectiveness of Web-Based Cognitive Behavioral Therapy With Face-to-Face Therapist Support for Depressed Primary Care Patients: Randomized Controlled Trial

    PubMed Central

    Lillevoll, Kjersti R; Griffiths, Kathleen M; Wilsgaard, Tom; Eisemann, Martin; Waterloo, Knut; Kolstrup, Nils

    2013-01-01

    Background Most patients with mild to moderate depression receive treatment in primary care, but despite guideline recommendations, structured psychological interventions are infrequently delivered. Research supports the effectiveness of Internet-based treatment for depression; however, few trials have studied the effect of the MoodGYM program plus therapist support. The use of such interventions could improve the delivery of treatment in primary care. Objective To evaluate the effectiveness and acceptability of a guided Web-based intervention for mild to moderate depression, which could be suitable for implementation in general practice. Methods Participants (N=106) aged between 18 and 65 years were recruited from primary care and randomly allocated to a treatment condition comprising 6 weeks of therapist-assisted Web-based cognitive behavioral therapy (CBT), or to a 6-week delayed treatment condition. The intervention included the Norwegian version of the MoodGYM program, brief face-to-face support from a psychologist, and reminder emails. The primary outcome measure, depression symptoms, was measured by the Beck Depression Inventory-II (BDI-II). Secondary outcome measures included the Beck Anxiety Inventory (BAI), the Hospital Anxiety and Depression Scale (HADS), the Satisfaction with Life Scale (SWLS), and the EuroQol Group 5-Dimension Self-Report Questionnaire (EQ-5D). All outcomes were based on self-report and were assessed at baseline, postintervention, and at 6-month follow-up. Results Postintervention measures were completed by 37 (71%) and 47 (87%) of the 52 participants in the intervention and 54 participants in the delayed treatment group, respectively. Linear mixed-models analyses revealed a significant difference in time trends between the groups for the BDI-II, (P=.002), for HADS depression and anxiety subscales (P<.001 and P=.001, respectively), and for the SWLS (P<.001). No differential group effects were found for the BAI and the EQ-5D. In

  1. Topology of molecular interaction networks.

    PubMed

    Winterbach, Wynand; Van Mieghem, Piet; Reinders, Marcel; Wang, Huijuan; de Ridder, Dick

    2013-01-01

    Molecular interactions are often represented as network models which have become the common language of many areas of biology. Graphs serve as convenient mathematical representations of network models and have themselves become objects of study. Their topology has been intensively researched over the last decade after evidence was found that they share underlying design principles with many other types of networks.Initial studies suggested that molecular interaction network topology is related to biological function and evolution. However, further whole-network analyses did not lead to a unified view on what this relation may look like, with conclusions highly dependent on the type of molecular interactions considered and the metrics used to study them. It is unclear whether global network topology drives function, as suggested by some researchers, or whether it is simply a byproduct of evolution or even an artefact of representing complex molecular interaction networks as graphs.Nevertheless, network biology has progressed significantly over the last years. We review the literature, focusing on two major developments. First, realizing that molecular interaction networks can be naturally decomposed into subsystems (such as modules and pathways), topology is increasingly studied locally rather than globally. Second, there is a move from a descriptive approach to a predictive one: rather than correlating biological network topology to generic properties such as robustness, it is used to predict specific functions or phenotypes.Taken together, this change in focus from globally descriptive to locally predictive points to new avenues of research. In particular, multi-scale approaches are developments promising to drive the study of molecular interaction networks further. PMID:24041013

  2. Topology of molecular interaction networks

    PubMed Central

    2013-01-01

    Molecular interactions are often represented as network models which have become the common language of many areas of biology. Graphs serve as convenient mathematical representations of network models and have themselves become objects of study. Their topology has been intensively researched over the last decade after evidence was found that they share underlying design principles with many other types of networks. Initial studies suggested that molecular interaction network topology is related to biological function and evolution. However, further whole-network analyses did not lead to a unified view on what this relation may look like, with conclusions highly dependent on the type of molecular interactions considered and the metrics used to study them. It is unclear whether global network topology drives function, as suggested by some researchers, or whether it is simply a byproduct of evolution or even an artefact of representing complex molecular interaction networks as graphs. Nevertheless, network biology has progressed significantly over the last years. We review the literature, focusing on two major developments. First, realizing that molecular interaction networks can be naturally decomposed into subsystems (such as modules and pathways), topology is increasingly studied locally rather than globally. Second, there is a move from a descriptive approach to a predictive one: rather than correlating biological network topology to generic properties such as robustness, it is used to predict specific functions or phenotypes. Taken together, this change in focus from globally descriptive to locally predictive points to new avenues of research. In particular, multi-scale approaches are developments promising to drive the study of molecular interaction networks further. PMID:24041013

  3. To take or not to take? The future of distance learning: A quasi-experiment comparison of the effectiveness of Internet-based distance learning versus face-to-face classroom

    NASA Astrophysics Data System (ADS)

    Boghikian-Whitby, Seta

    Purpose. This research study compared Internet-based distance learning versus face-to-face classroom using traditional undergraduate and continuing education adult students. The purpose of the study was to determine the effectiveness of Internet-based distance learning. The study examined whether there was any significant difference between an Internet-based distance-learning course and a face-to-face classroom course. Moreover, the study examined whether continuing-education adult students performed higher in Internet-based distance learning than traditional undergraduate students. Methodology. Seventy-three subjects participated in the study. A pretest/posttest nonequivalent quasi-experimental design was used. The study tested a total of sixteen research questions, thirteen hypotheses, and sixteen null hypotheses. A two-way analysis of variance (ANOVA), an independent-sample t-test, and a paired sample t-test were used for the data analysis. Findings. The findings indicated that there was no statistically significant difference between Internet-based distance learning and face-to-face classroom environment. Continuing-education adult and traditional undergraduate students performed equally in Internet-based distance learning.

  4. Predictive Genetic Testing and Alternatives to Face to Face Results Disclosure: A Retrospective Review of Patients Preference for Alternative Modes of BRCA 1 and 2 Results Disclosure in the Republic of Ireland.

    PubMed

    O'Shea, Rosie; Meany, Marie; Carroll, Cliona; Cody, Nuala; Healy, David; Green, Andrew; Lynch, Sally Ann

    2016-06-01

    The traditional model of providing cancer predictive testing services is changing. Many genetic centres are now offering a choice to patients in how they receive their results instead of the typical face-to-face disclosure. In view of this shift in practice and the increasing demand on the ROI cancer predictive testing service, a 2 year retrospective study on patient preference in how to receive a Breast Cancer (BRCA) predictive result was carried out. Results showed that 71.7 % of respondents would have liked to have the option of obtaining their results by telephone or by letter. However, when asked about their actual experience of BRCA predictive results disclosure 40.6 % did still value the face-to-face contact, while 44.9 % would still have preferred to receive results by either post or telephone. No significant difference was found between males and females (p > 0.05) and those who tested negative or positive for the BRCA mutation (p > 0.05) in wanting a choice in how their results were disclosed. While the majority expressed a wish to have a choice in how to receive their results, it is important not to underestimate the value of a face-to-face encounter in these circumstances. PMID:26407988

  5. Is There a Role for Social Networking Sites in Education?

    NASA Astrophysics Data System (ADS)

    Santos, Ieda M.; Hammond, Michael; Durli, Zenilde; Chou, Shiao-Yuh

    Social networking sites such as Facebook and MySpace have become popular among millions of users including students of all ages. There are ongoing discussions over the potential of these sites to support teaching and learning, particularly to complement traditional or online classroom activities. This paper explores whether social networking have a place in teaching and learning by investigating how students use these sites and whether they find opportunities to discuss study related activities with their peers. Two small scale studies were carried out in a face-to-face undergraduate course in Singapore and students enrolled in a face-to-face Master’s programme in Brazil. Data were collected using surveys and interviews; findings were mixed. Many of the Brazilian students used social networking sites to both socialize and discuss their studies while the Singaporean students used such sites for social interactions only. The paper discusses these differences and offers suggestions for further research.

  6. Interacting epidemics on overlay networks

    NASA Astrophysics Data System (ADS)

    Funk, Sebastian; Jansen, Vincent A. A.

    2010-03-01

    The interaction between multiple pathogens spreading on networks connecting a given set of nodes presents an ongoing theoretical challenge. Here, we aim to understand such interactions by studying bond percolation of two different processes on overlay networks of arbitrary joint degree distribution. We find that an outbreak of a first pathogen providing immunity to another one spreading subsequently on a second network connecting the same set of nodes does so most effectively if the degrees on the two networks are positively correlated. In that case, the protection is stronger the more heterogeneous the degree distributions of the two networks are. If, on the other hand, the degrees are uncorrelated or negatively correlated, increasing heterogeneity reduces the potential of the first process to prevent the second one from reaching epidemic proportions. We generalize these results to cases where the edges of the two networks overlap to arbitrary amount, or where the immunity granted is only partial. If both processes grant immunity to each other, we find a wide range of possible situations of coexistence or mutual exclusion, depending on the joint degree distribution of the underlying networks and the amount of immunity granted mutually. These results generalize the concept of a coexistence threshold and illustrate the impact of large-scale network structure on the interaction between multiple spreading agents.

  7. Entropy of dynamical social networks

    NASA Astrophysics Data System (ADS)

    Zhao, Kun; Karsai, Marton; Bianconi, Ginestra

    2012-02-01

    Dynamical social networks are evolving rapidly and are highly adaptive. Characterizing the information encoded in social networks is essential to gain insight into the structure, evolution, adaptability and dynamics. Recently entropy measures have been used to quantify the information in email correspondence, static networks and mobility patterns. Nevertheless, we still lack methods to quantify the information encoded in time-varying dynamical social networks. In this talk we present a model to quantify the entropy of dynamical social networks and use this model to analyze the data of phone-call communication. We show evidence that the entropy of the phone-call interaction network changes according to circadian rhythms. Moreover we show that social networks are extremely adaptive and are modified by the use of technologies such as mobile phone communication. Indeed the statistics of duration of phone-call is described by a Weibull distribution and is significantly different from the distribution of duration of face-to-face interactions in a conference. Finally we investigate how much the entropy of dynamical social networks changes in realistic models of phone-call or face-to face interactions characterizing in this way different type human social behavior.

  8. Exploring the Potential of Rehearsal via Automatized Structured Tasks versus Face-to-Face Pair Work to Facilitate Pragmatic and Oral Development

    ERIC Educational Resources Information Center

    Sydorenko, Tetyana V.

    2011-01-01

    Past research has uncovered ways to improve communicative competence, including task-based learner-learner interaction (e.g., R. Ellis, 2003) and task planning (e.g., Mochizuki and Ortega, 2008). Teacher-guided planning particularly increases the benefits of learner-learner interaction (Foster and Skehan, 1999). One component of communicative…

  9. Dynamic and interacting complex networks

    NASA Astrophysics Data System (ADS)

    Dickison, Mark E.

    This thesis employs methods of statistical mechanics and numerical simulations to study some aspects of dynamic and interacting complex networks. The mapping of various social and physical phenomena to complex networks has been a rich field in the past few decades. Subjects as broad as petroleum engineering, scientific collaborations, and the structure of the internet have all been analyzed in a network physics context, with useful and universal results. In the first chapter we introduce basic concepts in networks, including the two types of network configurations that are studied and the statistical physics and epidemiological models that form the framework of the network research, as well as covering various previously-derived results in network theory that are used in the work in the following chapters. In the second chapter we introduce a model for dynamic networks, where the links or the strengths of the links change over time. We solve the model by mapping dynamic networks to the problem of directed percolation, where the direction corresponds to the time evolution of the network. We show that the dynamic network undergoes a percolation phase transition at a critical concentration pc, that decreases with the rate r at which the network links are changed. The behavior near criticality is universal and independent of r. We find that for dynamic random networks fundamental laws are changed: i) The size of the giant component at criticality scales with the network size N for all values of r, rather than as N2/3 in static network, ii) In the presence of a broad distribution of disorder, the optimal path length between two nodes in a dynamic network scales as N1/2, compared to N1/3 in a static network. The third chapter consists of a study of the effect of quarantine on the propagation of epidemics on an adaptive network of social contacts. For this purpose, we analyze the susceptible-infected-recovered model in the presence of quarantine, where susceptible

  10. Dynamic interactions in neural networks

    SciTech Connect

    Arbib, M.A. ); Amari, S. )

    1989-01-01

    The study of neural networks is enjoying a great renaissance, both in computational neuroscience, the development of information processing models of living brains, and in neural computing, the use of neurally inspired concepts in the construction of intelligent machines. This volume presents models and data on the dynamic interactions occurring in the brain, and exhibits the dynamic interactions between research in computational neuroscience and in neural computing. The authors present current research, future trends and open problems.

  11. Investigating Maternal Touch and Infants' Self-Regulatory Behaviours during a Modified Face-to-Face Still-Face with Touch Procedure

    ERIC Educational Resources Information Center

    Jean, Amélie D. L.; Stack, Dale M.; Arnold, Sharon

    2014-01-01

    Maternal touch and infants' self-regulatory behaviours were examined during a modified Still-Face with Touch (SF?+?T) procedure. Mothers and their 5½-month-old infants participated in one period of Normal interaction followed by three SF?+?T periods. Maternal functions of touch, and infants' self-regulatory behaviour, affect, and…

  12. Differences in Learning Styles and Satisfaction between Traditional Face-to-Face and Online Web-Based Sport Management Studies Students

    ERIC Educational Resources Information Center

    West, Ellen Jo

    2010-01-01

    Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style…

  13. Interaction Patterns of Nurturant Support Exchanged in Online Health Social Networking

    PubMed Central

    Yang, Christopher C

    2012-01-01

    Background Expressing emotion in online support communities is an important aspect of enabling e-patients to connect with each other and expand their social resources. Indirectly it increases the amount of support for coping with health issues. Exploring the supportive interaction patterns in online health social networking would help us better understand how technology features impacts user behavior in this context. Objective To build on previous research that identified different types of social support in online support communities by delving into patterns of supportive behavior across multiple computer-mediated communication formats. Each format combines different architectural elements, affecting the resulting social spaces. Our research question compared communication across different formats of text-based computer-mediated communication provided on the MedHelp.org health social networking environment. Methods We identified messages with nurturant support (emotional, esteem, and network) across three different computer-mediated communication formats (forums, journals, and notes) of an online support community for alcoholism using content analysis. Our sample consisted of 493 forum messages, 423 journal messages, and 1180 notes. Results Nurturant support types occurred frequently among messages offering support (forum comments: 276/412 messages, 67.0%; journal posts: 65/88 messages, 74%; journal comments: 275/335 messages, 82.1%; and notes: 1002/1180 messages, 84.92%), but less often among messages requesting support. Of all the nurturing supports, emotional (ie, encouragement) appeared most frequently, with network and esteem support appearing in patterns of varying combinations. Members of the Alcoholism Community appeared to adapt some traditional face-to-face forms of support to their needs in becoming sober, such as provision of encouragement, understanding, and empathy to one another. Conclusions The computer-mediated communication format may have the

  14. I Reach Faster When I See You Look: Gaze Effects in Human-Human and Human-Robot Face-to-Face Cooperation.

    PubMed

    Boucher, Jean-David; Pattacini, Ugo; Lelong, Amelie; Bailly, Gerrard; Elisei, Frederic; Fagel, Sascha; Dominey, Peter Ford; Ventre-Dominey, Jocelyne

    2012-01-01

    Human-human interaction in natural environments relies on a variety of perceptual cues. Humanoid robots are becoming increasingly refined in their sensorimotor capabilities, and thus should now be able to manipulate and exploit these social cues in cooperation with their human partners. Previous studies have demonstrated that people follow human and robot gaze, and that it can help them to cope with spatially ambiguous language. Our goal is to extend these findings into the domain of action, to determine how human and robot gaze can influence the speed and accuracy of human action. We report on results from a human-human cooperation experiment demonstrating that an agent's vision of her/his partner's gaze can significantly improve that agent's performance in a cooperative task. We then implement a heuristic capability to generate such gaze cues by a humanoid robot that engages in the same cooperative interaction. The subsequent human-robot experiments demonstrate that a human agent can indeed exploit the predictive gaze of their robot partner in a cooperative task. This allows us to render the humanoid robot more human-like in its ability to communicate with humans. The long term objectives of the work are thus to identify social cooperation cues, and to validate their pertinence through implementation in a cooperative robot. The current research provides the robot with the capability to produce appropriate speech and gaze cues in the context of human-robot cooperation tasks. Gaze is manipulated in three conditions: Full gaze (coordinated eye and head), eyes hidden with sunglasses, and head fixed. We demonstrate the pertinence of these cues in terms of statistical measures of action times for humans in the context of a cooperative task, as gaze significantly facilitates cooperation as measured by human response times. PMID:22563315

  15. I Reach Faster When I See You Look: Gaze Effects in Human–Human and Human–Robot Face-to-Face Cooperation

    PubMed Central

    Boucher, Jean-David; Pattacini, Ugo; Lelong, Amelie; Bailly, Gerard; Elisei, Frederic; Fagel, Sascha; Dominey, Peter Ford; Ventre-Dominey, Jocelyne

    2012-01-01

    Human–human interaction in natural environments relies on a variety of perceptual cues. Humanoid robots are becoming increasingly refined in their sensorimotor capabilities, and thus should now be able to manipulate and exploit these social cues in cooperation with their human partners. Previous studies have demonstrated that people follow human and robot gaze, and that it can help them to cope with spatially ambiguous language. Our goal is to extend these findings into the domain of action, to determine how human and robot gaze can influence the speed and accuracy of human action. We report on results from a human–human cooperation experiment demonstrating that an agent’s vision of her/his partner’s gaze can significantly improve that agent’s performance in a cooperative task. We then implement a heuristic capability to generate such gaze cues by a humanoid robot that engages in the same cooperative interaction. The subsequent human–robot experiments demonstrate that a human agent can indeed exploit the predictive gaze of their robot partner in a cooperative task. This allows us to render the humanoid robot more human-like in its ability to communicate with humans. The long term objectives of the work are thus to identify social cooperation cues, and to validate their pertinence through implementation in a cooperative robot. The current research provides the robot with the capability to produce appropriate speech and gaze cues in the context of human–robot cooperation tasks. Gaze is manipulated in three conditions: Full gaze (coordinated eye and head), eyes hidden with sunglasses, and head fixed. We demonstrate the pertinence of these cues in terms of statistical measures of action times for humans in the context of a cooperative task, as gaze significantly facilitates cooperation as measured by human response times. PMID:22563315

  16. Comparing differences in teacher learning and involvement in water quality activities with the use of a Web tutorial and with face-to-face instruction

    NASA Astrophysics Data System (ADS)

    Cleveland, April Jones

    The integration of technology into the K--12 classroom has become a key focus in the last several years. However, teachers are often left out of this integration process, and subsequently training in the use of the technologies in a classroom setting is often minimal in nature. Teachers are left on their own as they struggle to integrate technology into their curriculum. Web-based professional development has the potential to alleviate both time and place constraints teachers often confront when trying to attend traditional professional programs to upgrade their technology skills. This study focuses on 70 upper elementary, middle, and high school teachers who volunteered to take part in this study in which a web-based tutorial was used as a tool for professional development and data collection. A comparison of settings allowed these teachers to participate in one of three ways: (1) in a workshop-type setting with an instructional leader; (2) in a workshop-type setting with a facilitator; and (3) on the web without an instructional leader or informal peer interaction. All the groups used the same web-based tutorial on water quality monitoring for instructional purposes. Research data included pretest and post-test measurement from all three groups as well as their analysis of a known water sample. The Microcomputer Utilization in Teaching Efficacy Beliefs Instrument (MUTEBI) was administered to all the participants as a measurement of self-efficacy beliefs as they relate to the use of computers in science teaching. In addition to the quantitative data collected, qualitative data was also compiled. The results of the study indicate that all the participants were equal in terms of knowledge acquisition, but may have derived "unanticipated benefits" from interaction with their peers in the workshop-type settings. The results also indicate that as teachers' self-rating of computer expertise increased, their scores on the Microcomputer Utilization in Teaching Efficacy

  17. Face-to-Face With a Comet

    NASA Technical Reports Server (NTRS)

    2005-01-01

    This image shows comet Tempel 1 sixty seconds before it ran over NASA's Deep Impact probe at 10:52 p.m. Pacific time, July 3 (1:52 a.m. Eastern time, July 4). The picture was taken by the probe's impactor targeting sensor.

  18. Face to Face with Distance Education.

    ERIC Educational Resources Information Center

    Dhanarajan, Gajaraj

    1997-01-01

    Begins with a tribute to Professor G. Ram Reddy (founder of Indira Gandhi National Open University), then focuses on the challenges for India of education in the coming decades. Highlights include global problems that future generations will inherit; educational investment needs; a new group of educational clients; skills needed in the 21st…

  19. Face-to-Face with Feelings.

    ERIC Educational Resources Information Center

    Murray, Wendy

    1994-01-01

    Mask-making with simple art materials can be used to reinforce elementary students' reading, writing, and interpersonal skills. The article describes a mask-making project that connected fourth graders with language, literature, and self-expression. (SM)

  20. Face to Face with Oral Isotretinoin

    PubMed Central

    Del Rosso, James Q.

    2012-01-01

    Oral isotretinoin, available in the United States for four decades, has been used for the treatment of recalcitrant nodular and deep inflammatory acne vulgaris. This drug revolutionized the management of patients affected by severe inflammatory disease due to its ability to markedly induce acne clearance coupled with prolonged durations of remission after completion of a course of therapy, usually over approximately five months. Over time, it has become recognized that prolonged remission correlates with achieving a threshold cumulative exposure range of approximately 120 to 150 mg/kg of oral isotretinoin. Lesser exposures have demonstrated a higher risk of earlier recurrence of acne vulgaris and a greater likelihood that the patient will require retreatment. As the oral bioavailability of oral isotretinoin is variable, and highly dependent on administration with food, it is very conceivable that earlier relapse may occur if patients have often ingested oral isotretinoin on an empty stomach, thus leading to lesser actual cumulative drug exposure despite the daily dose administered. This article provides an overview on the dosing of oral isotretinoin, reported data on factors that influence relapse after oral isotretinoin therapy, and the potential impact of coadministration with food. PMID:23198008

  1. Learners Need Face-to-Face Advice

    ERIC Educational Resources Information Center

    Sedgmore, Lynne

    2012-01-01

    In January the 157 Group launched a policy paper making the case for professional careers guidance. With the launch of the National Careers Service in April, information, advice and guidance is a hot topic within the education and skills sector and one that is regularly debated. The combination of policy changes, including the introduction of…

  2. Romantic relationship stages and social networking sites: uncertainty reduction strategies and perceived relational norms on facebook.

    PubMed

    Fox, Jesse; Anderegg, Courtney

    2014-11-01

    Due to their pervasiveness and unique affordances, social media play a distinct role in the development of modern romantic relationships. This study examines how a social networking site is used for information seeking about a potential or current romantic partner. In a survey, Facebook users (N=517) were presented with Facebook behaviors categorized as passive (e.g., reading a partner's profile), active (e.g., "friending" a common third party), or interactive (e.g., commenting on the partner's wall) uncertainty reduction strategies. Participants reported how normative they perceived these behaviors to be during four possible stages of relationship development (before meeting face-to-face, after meeting face-to-face, casual dating, and exclusive dating). Results indicated that as relationships progress, perceived norms for these behaviors change. Sex differences were also observed, as women perceived passive and interactive strategies as more normative than men during certain relationship stages. PMID:25314128

  3. Protein interaction networks from literature mining

    NASA Astrophysics Data System (ADS)

    Ihara, Sigeo

    2005-03-01

    The ability to accurately predict and understand physiological changes in the biological network system in response to disease or drug therapeutics is of crucial importance in life science. The extensive amount of gene expression data generated from even a single microarray experiment often proves difficult to fully interpret and comprehend the biological significance. An increasing knowledge of protein interactions stored in the PubMed database, as well as the advancement of natural language processing, however, makes it possible to construct protein interaction networks from the gene expression information that are essential for understanding the biological meaning. From the in house literature mining system we have developed, the protein interaction network for humans was constructed. By analysis based on the graph-theoretical characterization of the total interaction network in literature, we found that the network is scale-free and semantic long-ranged interactions (i.e. inhibit, induce) between proteins dominate in the total interaction network, reducing the degree exponent. Interaction networks generated based on scientific text in which the interaction event is ambiguously described result in disconnected networks. In contrast interaction networks based on text in which the interaction events are clearly stated result in strongly connected networks. The results of protein-protein interaction networks obtained in real applications from microarray experiments are discussed: For example, comparisons of the gene expression data indicative of either a good or a poor prognosis for acute lymphoblastic leukemia with MLL rearrangements, using our system, showed newly discovered signaling cross-talk.

  4. Gaze Aversion during Social Style Interactions in Autism Spectrum Disorder and Williams Syndrome

    ERIC Educational Resources Information Center

    Doherty-Sneddon, Gwyneth; Whittle, Lisa; Riby, Deborah M.

    2013-01-01

    During face-to-face interactions typically developing individuals use gaze aversion (GA), away from their questioner, when thinking. GA is also used when individuals with autism (ASD) and Williams syndrome (WS) are thinking during question-answer interactions. We investigated GA strategies during face-to-face social style interactions with…

  5. Interactive Video Networks: Experiences, Issues and Challenges.

    ERIC Educational Resources Information Center

    Stahl, Bil

    1993-01-01

    Discusses multipoint interactive video networks and describes experiences with two networks in North Carolina, the MCNC CONCERT (COmmunications network of North Carolina for Education, Research, and Technology) and the Vision Carolina network. Digital video is explained, and issues concerning various components of the telecommunications industry…

  6. Interactive Distance Learning Effectively Provides Winning Sports Nutrition Workshops.

    ERIC Educational Resources Information Center

    Ricketts, Jennifer; Hoelscher-Day, Sharon; Begeman, Gale; Houtkooper, Linda

    2001-01-01

    Interactive distance-education (n=226) and face-to-face (n=129) continuing education workshops for health care and education professionals on sports nutrition were evaluated immediately and after 6 months. The well-designed distance-education format was as effective and acceptable as face to face and increased sports nutrition knowledge. (SK)

  7. A random interacting network model for complex networks

    NASA Astrophysics Data System (ADS)

    Goswami, Bedartha; Shekatkar, Snehal M.; Rheinwalt, Aljoscha; Ambika, G.; Kurths, Jürgen

    2015-12-01

    We propose a RAndom Interacting Network (RAIN) model to study the interactions between a pair of complex networks. The model involves two major steps: (i) the selection of a pair of nodes, one from each network, based on intra-network node-based characteristics, and (ii) the placement of a link between selected nodes based on the similarity of their relative importance in their respective networks. Node selection is based on a selection fitness function and node linkage is based on a linkage probability defined on the linkage scores of nodes. The model allows us to relate within-network characteristics to between-network structure. We apply the model to the interaction between the USA and Schengen airline transportation networks (ATNs). Our results indicate that two mechanisms: degree-based preferential node selection and degree-assortative link placement are necessary to replicate the observed inter-network degree distributions as well as the observed inter-network assortativity. The RAIN model offers the possibility to test multiple hypotheses regarding the mechanisms underlying network interactions. It can also incorporate complex interaction topologies. Furthermore, the framework of the RAIN model is general and can be potentially adapted to various real-world complex systems.

  8. A random interacting network model for complex networks

    PubMed Central

    Goswami, Bedartha; Shekatkar, Snehal M.; Rheinwalt, Aljoscha; Ambika, G.; Kurths, Jürgen

    2015-01-01

    We propose a RAndom Interacting Network (RAIN) model to study the interactions between a pair of complex networks. The model involves two major steps: (i) the selection of a pair of nodes, one from each network, based on intra-network node-based characteristics, and (ii) the placement of a link between selected nodes based on the similarity of their relative importance in their respective networks. Node selection is based on a selection fitness function and node linkage is based on a linkage probability defined on the linkage scores of nodes. The model allows us to relate within-network characteristics to between-network structure. We apply the model to the interaction between the USA and Schengen airline transportation networks (ATNs). Our results indicate that two mechanisms: degree-based preferential node selection and degree-assortative link placement are necessary to replicate the observed inter-network degree distributions as well as the observed inter-network assortativity. The RAIN model offers the possibility to test multiple hypotheses regarding the mechanisms underlying network interactions. It can also incorporate complex interaction topologies. Furthermore, the framework of the RAIN model is general and can be potentially adapted to various real-world complex systems. PMID:26657032

  9. A random interacting network model for complex networks.

    PubMed

    Goswami, Bedartha; Shekatkar, Snehal M; Rheinwalt, Aljoscha; Ambika, G; Kurths, Jürgen

    2015-01-01

    We propose a RAndom Interacting Network (RAIN) model to study the interactions between a pair of complex networks. The model involves two major steps: (i) the selection of a pair of nodes, one from each network, based on intra-network node-based characteristics, and (ii) the placement of a link between selected nodes based on the similarity of their relative importance in their respective networks. Node selection is based on a selection fitness function and node linkage is based on a linkage probability defined on the linkage scores of nodes. The model allows us to relate within-network characteristics to between-network structure. We apply the model to the interaction between the USA and Schengen airline transportation networks (ATNs). Our results indicate that two mechanisms: degree-based preferential node selection and degree-assortative link placement are necessary to replicate the observed inter-network degree distributions as well as the observed inter-network assortativity. The RAIN model offers the possibility to test multiple hypotheses regarding the mechanisms underlying network interactions. It can also incorporate complex interaction topologies. Furthermore, the framework of the RAIN model is general and can be potentially adapted to various real-world complex systems. PMID:26657032

  10. Audio computer-assisted survey instrument versus face-to-face interviews: optimal method for detecting high-risk behaviour in pregnant women and their sexual partners in the south of Brazil

    PubMed Central

    Yeganeh, N; Dillavou, C; Simon, M; Gorbach, P; Santos, B; Fonseca, R; Saraiva, J; Melo, M; Nielsen-Saines, K

    2016-01-01

    Summary Audio computer-assisted survey instrument (ACASI) has been shown to decrease under-reporting of socially undesirable behaviours, but has not been evaluated in pregnant women at risk of HIV acquisition in Brazil. We assigned HIV-negative pregnant women receiving routine antenatal care at in Porto Alegre, Brazil and their partners to receive a survey regarding high-risk sexual behaviours and drug use via ACASI (n = 372) or face-to-face (FTF) (n = 283) interviews. Logistic regression showed that compared with FTF, pregnant women interviewed via ACASI were significantly more likely to self-report themselves as single (14% versus 6%), having >5 sexual partners (35% versus 29%), having oral sex (42% versus 35%), using intravenous drugs (5% versus 0), smoking cigarettes (23% versus 16%), drinking alcohol (13% versus 8%) and using condoms during pregnancy (32% versus 17%). Therefore, ACASI may be a useful method in assessing risk behaviours in pregnant women, especially in relation to drug and alcohol use. PMID:23970659

  11. Network Physiology: How Organ Systems Dynamically Interact

    PubMed Central

    Bartsch, Ronny P.; Liu, Kang K. L.; Bashan, Amir; Ivanov, Plamen Ch.

    2015-01-01

    We systematically study how diverse physiologic systems in the human organism dynamically interact and collectively behave to produce distinct physiologic states and functions. This is a fundamental question in the new interdisciplinary field of Network Physiology, and has not been previously explored. Introducing the novel concept of Time Delay Stability (TDS), we develop a computational approach to identify and quantify networks of physiologic interactions from long-term continuous, multi-channel physiological recordings. We also develop a physiologically-motivated visualization framework to map networks of dynamical organ interactions to graphical objects encoded with information about the coupling strength of network links quantified using the TDS measure. Applying a system-wide integrative approach, we identify distinct patterns in the network structure of organ interactions, as well as the frequency bands through which these interactions are mediated. We establish first maps representing physiologic organ network interactions and discover basic rules underlying the complex hierarchical reorganization in physiologic networks with transitions across physiologic states. Our findings demonstrate a direct association between network topology and physiologic function, and provide new insights into understanding how health and distinct physiologic states emerge from networked interactions among nonlinear multi-component complex systems. The presented here investigations are initial steps in building a first atlas of dynamic interactions among organ systems. PMID:26555073

  12. Network Physiology: How Organ Systems Dynamically Interact.

    PubMed

    Bartsch, Ronny P; Liu, Kang K L; Bashan, Amir; Ivanov, Plamen Ch

    2015-01-01

    We systematically study how diverse physiologic systems in the human organism dynamically interact and collectively behave to produce distinct physiologic states and functions. This is a fundamental question in the new interdisciplinary field of Network Physiology, and has not been previously explored. Introducing the novel concept of Time Delay Stability (TDS), we develop a computational approach to identify and quantify networks of physiologic interactions from long-term continuous, multi-channel physiological recordings. We also develop a physiologically-motivated visualization framework to map networks of dynamical organ interactions to graphical objects encoded with information about the coupling strength of network links quantified using the TDS measure. Applying a system-wide integrative approach, we identify distinct patterns in the network structure of organ interactions, as well as the frequency bands through which these interactions are mediated. We establish first maps representing physiologic organ network interactions and discover basic rules underlying the complex hierarchical reorganization in physiologic networks with transitions across physiologic states. Our findings demonstrate a direct association between network topology and physiologic function, and provide new insights into understanding how health and distinct physiologic states emerge from networked interactions among nonlinear multi-component complex systems. The presented here investigations are initial steps in building a first atlas of dynamic interactions among organ systems. PMID:26555073

  13. A Network Synthesis Model for Generating Protein Interaction Network Families

    PubMed Central

    Sahraeian, Sayed Mohammad Ebrahim; Yoon, Byung-Jun

    2012-01-01

    In this work, we introduce a novel network synthesis model that can generate families of evolutionarily related synthetic protein–protein interaction (PPI) networks. Given an ancestral network, the proposed model generates the network family according to a hypothetical phylogenetic tree, where the descendant networks are obtained through duplication and divergence of their ancestors, followed by network growth using network evolution models. We demonstrate that this network synthesis model can effectively create synthetic networks whose internal and cross-network properties closely resemble those of real PPI networks. The proposed model can serve as an effective framework for generating comprehensive benchmark datasets that can be used for reliable performance assessment of comparative network analysis algorithms. Using this model, we constructed a large-scale network alignment benchmark, called NAPAbench, and evaluated the performance of several representative network alignment algorithms. Our analysis clearly shows the relative performance of the leading network algorithms, with their respective advantages and disadvantages. The algorithm and source code of the network synthesis model and the network alignment benchmark NAPAbench are publicly available at http://www.ece.tamu.edu/bjyoon/NAPAbench/. PMID:22912671

  14. Measuring specialization in species interaction networks

    PubMed Central

    Blüthgen, Nico; Menzel, Florian; Blüthgen, Nils

    2006-01-01

    Background Network analyses of plant-animal interactions hold valuable biological information. They are often used to quantify the degree of specialization between partners, but usually based on qualitative indices such as 'connectance' or number of links. These measures ignore interaction frequencies or sampling intensity, and strongly depend on network size. Results Here we introduce two quantitative indices using interaction frequencies to describe the degree of specialization, based on information theory. The first measure (d') describes the degree of interaction specialization at the species level, while the second measure (H2') characterizes the degree of specialization or partitioning among two parties in the entire network. Both indices are mathematically related and derived from Shannon entropy. The species-level index d' can be used to analyze variation within networks, while H2' as a network-level index is useful for comparisons across different interaction webs. Analyses of two published pollinator networks identified differences and features that have not been detected with previous approaches. For instance, plants and pollinators within a network differed in their average degree of specialization (weighted mean d'), and the correlation between specialization of pollinators and their relative abundance also differed between the webs. Rarefied sampling effort in both networks and null model simulations suggest that H2' is not affected by network size or sampling intensity. Conclusion Quantitative analyses reflect properties of interaction networks more appropriately than previous qualitative attempts, and are robust against variation in sampling intensity, network size and symmetry. These measures will improve our understanding of patterns of specialization within and across networks from a broad spectrum of biological interactions. PMID:16907983

  15. Dynamic network analysis of protein interactions

    NASA Astrophysics Data System (ADS)

    Almaas, Eivind; Deri, Joya

    2007-03-01

    Network approaches have recently become a popular tool to study complex systems such as cellular metabolism and protein interactions. A substantial number of analyses of the protein interaction network (PIN) of the yeast Saccharomyces cerevisiae have considered this network as a static entity, not taking the network's dynamic nature into account. Here, we examine the time-variation of gene regulation superimposed on the PIN by defining mRNA expression profiles throughout the cell cycle as node weights. To characterize these network dynamics, we have both developed a set of novel network measures as well as studied previously published measures for weighted networks. We expect that our approach will provide a deeper understanding of protein regulation during the cell cycle.

  16. Explaining Student Interaction and Satisfaction: An Empirical Investigation of Delivery Mode Influence

    ERIC Educational Resources Information Center

    Johnson, Zachary S.; Cascio, Robert; Massiah, Carolyn A.

    2014-01-01

    How interpersonal interactions within a course affect student satisfaction differently between face-to-face and online modes is an important research question to answer with confidence. Using students from a marketing course delivered face-to-face and online concurrently, our first study demonstrates that student-to-professor and…

  17. Estimation of intermolecular interactions in polymer networks

    SciTech Connect

    Subrananian, P.R.; Galiatsatos, V.

    1993-12-31

    Strain-birefringence measurements have been used to estimate intermolecular interactions in polymer networks. The intensity of the interaction has been quantified through a theoretical scheme recently proposed by Erman. The results show that these interactions diminish with decreasing molecular weight between cross-links and decreasing cross-link functionality.

  18. Interactivity vs. fairness in networked linux systems

    SciTech Connect

    Wu, Wenji; Crawford, Matt; /Fermilab

    2007-01-01

    In general, the Linux 2.6 scheduler can ensure fairness and provide excellent interactive performance at the same time. However, our experiments and mathematical analysis have shown that the current Linux interactivity mechanism tends to incorrectly categorize non-interactive network applications as interactive, which can lead to serious fairness or starvation issues. In the extreme, a single process can unjustifiably obtain up to 95% of the CPU! The root cause is due to the facts that: (1) network packets arrive at the receiver independently and discretely, and the 'relatively fast' non-interactive network process might frequently sleep to wait for packet arrival. Though each sleep lasts for a very short period of time, the wait-for-packet sleeps occur so frequently that they lead to interactive status for the process. (2) The current Linux interactivity mechanism provides the possibility that a non-interactive network process could receive a high CPU share, and at the same time be incorrectly categorized as 'interactive.' In this paper, we propose and test a possible solution to address the interactivity vs. fairness problems. Experiment results have proved the effectiveness of the proposed solution.

  19. Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality (Las condiciones de motivación en un curso de comprensión de lectura en lengua extranjera (LE) ofrecido tanto en la modalidad presencial como en la modalidad a distancia en la web)

    ERIC Educational Resources Information Center

    Lopera Medina, Sergio

    2014-01-01

    Motivation plays an important in role in education. Based on the ten macro-strategies proposed by Dörnyei and Csizér (1998), this article analyzes the motivation conditions in a foreign language reading comprehension course using both a web-based modality and a face-to-face modality. A case study was implemented as the primary research method, and…

  20. Modelling mechanisms of social network maintenance in hunter-gatherers

    PubMed Central

    Pearce, Eiluned

    2014-01-01

    Due to decreasing resource densities, higher latitude hunter-gatherers need to maintain their social networks over greater geographic distances than their equatorial counterparts. This suggests that as latitude increases, the frequency of face-to-face interaction decreases for ‘weak tie’ relationships in the outer mating pool (~500-strong) and tribal (~1500-strong) layers of a hunter-gatherer social network. A key question, then, is how a hunter-gatherer tribe sustains coherence as a single identifiable unit given that members are distributed across a large geographic area. The first step in answering this question is to establish whether the expectation that network maintenance raises a challenge for hunter-gatherers is correct, or whether sustaining inter-group contact is in fact trivial. Here I present a null model that represents mobile groups as randomly and independently moving gas particles. The aim of this model is to examine whether face-to-face contact can be maintained with every member of an individual’s tribe at all latitudes even under the baseline assumption of random movement. Contrary to baseline expectations, the number of encounters between groups predicted by the gas model cannot support tribal cohesion and is significantly negatively associated with absolute latitude. In addition, above ~40 degrees latitude random mobility no longer produces a sufficient number of encounters between groups to maintain contact across the 500-strong mating pool. These model predictions suggest that the outermost layers of hunter-gatherers’ social networks may require additional mechanisms of support in the form of strategies that either enhance encounter rates, such as coordinated mobility patterns, or lessen the need for face-to-face interaction, such as the use of symbolic artefacts to represent social affiliations. Given the predicted decline in encounters away from the equator, such additional supports might be most strongly expressed at high

  1. Mutually-antagonistic interactions in baseball networks

    NASA Astrophysics Data System (ADS)

    Saavedra, Serguei; Powers, Scott; McCotter, Trent; Porter, Mason A.; Mucha, Peter J.

    2010-03-01

    We formulate the head-to-head matchups between Major League Baseball pitchers and batters from 1954 to 2008 as a bipartite network of mutually-antagonistic interactions. We consider both the full network and single-season networks, which exhibit structural changes over time. We find interesting structure in the networks and examine their sensitivity to baseball’s rule changes. We then study a biased random walk on the matchup networks as a simple and transparent way to (1) compare the performance of players who competed under different conditions and (2) include information about which particular players a given player has faced. We find that a player’s position in the network does not correlate with his placement in the random walker ranking. However, network position does have a substantial effect on the robustness of ranking placement to changes in head-to-head matchups.

  2. The dissimilarity of species interaction networks.

    PubMed

    Poisot, Timothée; Canard, Elsa; Mouillot, David; Mouquet, Nicolas; Gravel, Dominique

    2012-12-01

    In a context of global changes, and amidst the perpetual modification of community structure undergone by most natural ecosystems, it is more important than ever to understand how species interactions vary through space and time. The integration of biogeography and network theory will yield important results and further our understanding of species interactions. It has, however, been hampered so far by the difficulty to quantify variation among interaction networks. Here, we propose a general framework to study the dissimilarity of species interaction networks over time, space or environments, allowing both the use of quantitative and qualitative data. We decompose network dissimilarity into interactions and species turnover components, so that it is immediately comparable to common measures of β-diversity. We emphasise that scaling up β-diversity of community composition to the β-diversity of interactions requires only a small methodological step, which we foresee will help empiricists adopt this method. We illustrate the framework with a large dataset of hosts and parasites interactions and highlight other possible usages. We discuss a research agenda towards a biogeographical theory of species interactions. PMID:22994257

  3. Evidence That Calls-Based and Mobility Networks Are Isomorphic.

    PubMed

    Coscia, Michele; Hausmann, Ricardo

    2015-01-01

    Social relations involve both face-to-face interaction as well as telecommunications. We can observe the geography of phone calls and of the mobility of cell phones in space. These two phenomena can be described as networks of connections between different points in space. We use a dataset that includes billions of phone calls made in Colombia during a six-month period. We draw the two networks and find that the call-based network resembles a higher order aggregation of the mobility network and that both are isomorphic except for a higher spatial decay coefficient of the mobility network relative to the call-based network: when we discount distance effects on the call connections with the same decay observed for mobility connections, the two networks are virtually indistinguishable. PMID:26713730

  4. Evidence That Calls-Based and Mobility Networks Are Isomorphic

    PubMed Central

    Coscia, Michele; Hausmann, Ricardo

    2015-01-01

    Social relations involve both face-to-face interaction as well as telecommunications. We can observe the geography of phone calls and of the mobility of cell phones in space. These two phenomena can be described as networks of connections between different points in space. We use a dataset that includes billions of phone calls made in Colombia during a six-month period. We draw the two networks and find that the call-based network resembles a higher order aggregation of the mobility network and that both are isomorphic except for a higher spatial decay coefficient of the mobility network relative to the call-based network: when we discount distance effects on the call connections with the same decay observed for mobility connections, the two networks are virtually indistinguishable. PMID:26713730

  5. A simple model for studying interacting networks

    NASA Astrophysics Data System (ADS)

    Liu, Wenjia; Jolad, Shivakumar; Schmittmann, Beate; Zia, R. K. P.

    2011-03-01

    Many specific physical networks (e.g., internet, power grid, interstates), have been characterized in considerable detail, but in isolation from each other. Yet, each of these networks supports the functions of the others, and so far, little is known about how their interactions affect their structure and functionality. To address this issue, we consider two coupled model networks. Each network is relatively simple, with a fixed set of nodes, but dynamically generated set of links which has a preferred degree, κ . In the stationary state, the degree distribution has exponential tails (far from κ), an attribute which we can explain. Next, we consider two such networks with different κ 's, reminiscent of two social groups, e.g., extroverts and introverts. Finally, we let these networks interact by establishing a controllable fraction of cross links. The resulting distribution of links, both within and across the two model networks, is investigated and discussed, along with some potential consequences for real networks. Supported in part by NSF-DMR-0705152 and 1005417.

  6. Do online social media cut through the constraints that limit the size of offline social networks?

    PubMed Central

    Dunbar, R. I. M.

    2016-01-01

    The social brain hypothesis has suggested that natural social network sizes may have a characteristic size in humans. This is determined in part by cognitive constraints and in part by the time costs of servicing relationships. Online social networking offers the potential to break through the glass ceiling imposed by at least the second of these, potentially enabling us to maintain much larger social networks. This is tested using two separate UK surveys, each randomly stratified by age, gender and regional population size. The data show that the size and range of online egocentric social networks, indexed as the number of Facebook friends, is similar to that of offline face-to-face networks. For one sample, respondents also specified the number of individuals in the inner layers of their network (formally identified as support clique and sympathy group), and these were also similar in size to those observed in offline networks. This suggests that, as originally proposed by the social brain hypothesis, there is a cognitive constraint on the size of social networks that even the communication advantages of online media are unable to overcome. In practical terms, it may reflect the fact that real (as opposed to casual) relationships require at least occasional face-to-face interaction to maintain them. PMID:26909163

  7. Systematic computational prediction of protein interaction networks.

    PubMed

    Lees, J G; Heriche, J K; Morilla, I; Ranea, J A; Orengo, C A

    2011-06-01

    Determining the network of physical protein associations is an important first step in developing mechanistic evidence for elucidating biological pathways. Despite rapid advances in the field of high throughput experiments to determine protein interactions, the majority of associations remain unknown. Here we describe computational methods for significantly expanding protein association networks. We describe methods for integrating multiple independent sources of evidence to obtain higher quality predictions and we compare the major publicly available resources available for experimentalists to use. PMID:21572181

  8. Networked Learning Environments.

    ERIC Educational Resources Information Center

    Chute, Alan G.; Sayers, Pamela K.; Gardner, Richard P.

    1997-01-01

    Distance learning networks make training and advanced education possible when time and budgetary constraints make face-to-face training difficult. To make distance learning work, instructors and providers must harness the potential of synchronous and asynchronous communication technologies to create powerful, learner-centered networks. Support…

  9. Broadband networks for interactive telemedical applications

    NASA Astrophysics Data System (ADS)

    Graschew, Georgi; Roelofs, Theo A.; Rakowsky, Stefan; Schlag, Peter M.

    2002-08-01

    Using off-the-shelf hardware components and a specially developed high-end software communication system (WinVicos) satellite networks for interactive telemedicine have been designed and developed. These networks allow for various telemedical applications, like intraoperative teleconsultation, second opinioning, teleteaching, telementoring, etc.. Based on the successful GALENOS network, several projects are currently being realized: MEDASHIP (Medical Assistance for Ships); DELTASS (Disaster Emergency Logistic Telemedicine Advanced Satellites Systems) and EMISPHER (Euro-Mediterranean Internet-Satellite Platform for Health, medical Education and Research).

  10. Description of interatomic interactions with neural networks

    NASA Astrophysics Data System (ADS)

    Hajinazar, Samad; Shao, Junping; Kolmogorov, Aleksey N.

    Neural networks are a promising alternative to traditional classical potentials for describing interatomic interactions. Recent research in the field has demonstrated how arbitrary atomic environments can be represented with sets of general functions which serve as an input for the machine learning tool. We have implemented a neural network formalism in the MAISE package and developed a protocol for automated generation of accurate models for multi-component systems. Our tests illustrate the performance of neural networks and known classical potentials for a range of chemical compositions and atomic configurations. Supported by NSF Grant DMR-1410514.

  11. The Networking of Interactive Bibliographic Retrieval Systems.

    ERIC Educational Resources Information Center

    Marcus, Richard S.; Reintjes, J. Francis

    Research in networking of heterogeneous interactive bibliographic retrieval systems is being conducted which centers on the concept of a virtual retrieval system. Such a virtual system would be created through a translating computer interface that would provide access to the different retrieval systems and data bases in a uniform and convenient…

  12. The Unesco/UIE Literacy Network: A Network of Networks.

    ERIC Educational Resources Information Center

    Giere, Ursula

    In order to achieve significant results, crucial criteria for stabilizing a network's capacity for dialog are high levels of commitment to offer high quality knowledge, two-way translation from research knowledge to practitioners and from practice to researchers, a maximum size, face-to-face communication, infrastructure, and funds for…

  13. Functional module identification in protein interaction networks by interaction patterns

    PubMed Central

    Wang, Yijie; Qian, Xiaoning

    2014-01-01

    Motivation: Identifying functional modules in protein–protein interaction (PPI) networks may shed light on cellular functional organization and thereafter underlying cellular mechanisms. Many existing module identification algorithms aim to detect densely connected groups of proteins as potential modules. However, based on this simple topological criterion of ‘higher than expected connectivity’, those algorithms may miss biologically meaningful modules of functional significance, in which proteins have similar interaction patterns to other proteins in networks but may not be densely connected to each other. A few blockmodel module identification algorithms have been proposed to address the problem but the lack of global optimum guarantee and the prohibitive computational complexity have been the bottleneck of their applications in real-world large-scale PPI networks. Results: In this article, we propose a novel optimization formulation LCP2 (low two-hop conductance sets) using the concept of Markov random walk on graphs, which enables simultaneous identification of both dense and sparse modules based on protein interaction patterns in given networks through searching for LCP2 by random walk. A spectral approximate algorithm SLCP2 is derived to identify non-overlapping functional modules. Based on a bottom-up greedy strategy, we further extend LCP2 to a new algorithm (greedy algorithm for LCP2) GLCP2 to identify overlapping functional modules. We compare SLCP2 and GLCP2 with a range of state-of-the-art algorithms on synthetic networks and real-world PPI networks. The performance evaluation based on several criteria with respect to protein complex prediction, high level Gene Ontology term prediction and especially sparse module detection, has demonstrated that our algorithms based on searching for LCP2 outperform all other compared algorithms. Availability and implementation: All data and code are available at http://www.cse.usf.edu/∼xqian/fmi/slcp2hop

  14. Network biomarkers, interaction networks and dynamical network biomarkers in respiratory diseases.

    PubMed

    Wu, Xiaodan; Chen, Luonan; Wang, Xiangdong

    2014-01-01

    Identification and validation of interaction networks and network biomarkers have become more critical and important in the development of disease-specific biomarkers, which are functionally changed during disease development, progression or treatment. The present review headlined the definition, significance, research and potential application for network biomarkers, interaction networks and dynamical network biomarkers (DNB). Disease-specific interaction networks, network biomarkers, or DNB have great significance in the understanding of molecular pathogenesis, risk assessment, disease classification and monitoring, or evaluations of therapeutic responses and toxicities. Protein-based DNB will provide more information to define the differences between the normal and pre-disease stages, which might point to early diagnosis for patients. Clinical bioinformatics should be a key approach to the identification and validation of disease-specific biomarkers. PMID:24995123

  15. Exploring drug combinations in genetic interaction network

    PubMed Central

    2012-01-01

    Background Drug combination that consists of distinctive agents is an attractive strategy to combat complex diseases and has been widely used clinically with improved therapeutic effects. However, the identification of efficacious drug combinations remains a non-trivial and challenging task due to the huge number of possible combinations among the candidate drugs. As an important factor, the molecular context in which drugs exert their functions can provide crucial insights into the mechanism underlying drug combinations. Results In this work, we present a network biology approach to investigate drug combinations and their target proteins in the context of genetic interaction networks and the related human pathways, in order to better understand the underlying rules of effective drug combinations. Our results indicate that combinatorial drugs tend to have a smaller effect radius in the genetic interaction networks, which is an important parameter to describe the therapeutic effect of a drug combination from the network perspective. We also find that drug combinations are more likely to modulate functionally related pathways. Conclusions This study confirms that the molecular networks where drug combinations exert their functions can indeed provide important insights into the underlying rules of effective drug combinations. We hope that our findings can help shortcut the expedition of the future discovery of novel drug combinations. PMID:22595004

  16. Evolutionarily Conserved Herpesviral Protein Interaction Networks

    PubMed Central

    Fossum, Even; Friedel, Caroline C.; Rajagopala, Seesandra V.; Titz, Björn; Baiker, Armin; Schmidt, Tina; Kraus, Theo; Stellberger, Thorsten; Rutenberg, Christiane; Suthram, Silpa; Bandyopadhyay, Sourav; Rose, Dietlind; von Brunn, Albrecht; Uhlmann, Mareike; Zeretzke, Christine; Dong, Yu-An; Boulet, Hélène; Koegl, Manfred; Bailer, Susanne M.; Koszinowski, Ulrich; Ideker, Trey; Uetz, Peter; Zimmer, Ralf; Haas, Jürgen

    2009-01-01

    Herpesviruses constitute a family of large DNA viruses widely spread in vertebrates and causing a variety of different diseases. They possess dsDNA genomes ranging from 120 to 240 kbp encoding between 70 to 170 open reading frames. We previously reported the protein interaction networks of two herpesviruses, varicella-zoster virus (VZV) and Kaposi's sarcoma-associated herpesvirus (KSHV). In this study, we systematically tested three additional herpesvirus species, herpes simplex virus 1 (HSV-1), murine cytomegalovirus and Epstein-Barr virus, for protein interactions in order to be able to perform a comparative analysis of all three herpesvirus subfamilies. We identified 735 interactions by genome-wide yeast-two-hybrid screens (Y2H), and, together with the interactomes of VZV and KSHV, included a total of 1,007 intraviral protein interactions in the analysis. Whereas a large number of interactions have not been reported previously, we were able to identify a core set of highly conserved protein interactions, like the interaction between HSV-1 UL33 with the nuclear egress proteins UL31/UL34. Interactions were conserved between orthologous proteins despite generally low sequence similarity, suggesting that function may be more conserved than sequence. By combining interactomes of different species we were able to systematically address the low coverage of the Y2H system and to extract biologically relevant interactions which were not evident from single species. PMID:19730696

  17. Cooperative Tertiary Interaction Network Guides RNA Folding

    SciTech Connect

    Behrouzi, Reza; Roh, Joon Ho; Kilburn, Duncan; Briber, R.M.; Woodson, Sarah A.

    2013-04-08

    Noncoding RNAs form unique 3D structures, which perform many regulatory functions. To understand how RNAs fold uniquely despite a small number of tertiary interaction motifs, we mutated the major tertiary interactions in a group I ribozyme by single-base substitutions. The resulting perturbations to the folding energy landscape were measured using SAXS, ribozyme activity, hydroxyl radical footprinting, and native PAGE. Double- and triple-mutant cycles show that most tertiary interactions have a small effect on the stability of the native state. Instead, the formation of core and peripheral structural motifs is cooperatively linked in near-native folding intermediates, and this cooperativity depends on the native helix orientation. The emergence of a cooperative interaction network at an early stage of folding suppresses nonnative structures and guides the search for the native state. We suggest that cooperativity in noncoding RNAs arose from natural selection of architectures conducive to forming a unique, stable fold.

  18. The activation of interactive attentional networks.

    PubMed

    Xuan, Bin; Mackie, Melissa-Ann; Spagna, Alfredo; Wu, Tingting; Tian, Yanghua; Hof, Patrick R; Fan, Jin

    2016-04-01

    Attention can be conceptualized as comprising the functions of alerting, orienting, and executive control. Although the independence of these functions has been demonstrated, the neural mechanisms underlying their interactions remain unclear. Using the revised attention network test and functional magnetic resonance imaging, we examined cortical and subcortical activity related to these attentional functions and their interactions. Results showed that areas in the extended frontoparietal network (FPN), including dorsolateral prefrontal cortex, frontal eye fields (FEF), areas near and along the intraparietal sulcus, anterior cingulate and anterior insular cortices, basal ganglia, and thalamus were activated across multiple attentional functions. Specifically, the alerting function was associated with activation in the locus coeruleus (LC) in addition to regions in the FPN. The orienting functions were associated with activation in the superior colliculus (SC) and the FEF. The executive control function was mainly associated with activation of the FPN and cerebellum. The interaction effect of alerting by executive control was also associated with activation of the FPN, while the interaction effect of orienting validity by executive control was mainly associated with the activation in the pulvinar. The current findings demonstrate that cortical and specific subcortical areas play a pivotal role in the implementation of attentional functions and underlie their dynamic interactions. PMID:26794640

  19. Dynamics of interacting information waves in networks.

    PubMed

    Mirshahvalad, A; Esquivel, A V; Lizana, L; Rosvall, M

    2014-01-01

    To better understand the inner workings of information spreading, network researchers often use simple models to capture the spreading dynamics. But most models only highlight the effect of local interactions on the global spreading of a single information wave, and ignore the effects of interactions between multiple waves. Here we take into account the effect of multiple interacting waves by using an agent-based model in which the interaction between information waves is based on their novelty. We analyzed the global effects of such interactions and found that information that actually reaches nodes reaches them faster. This effect is caused by selection between information waves: lagging waves die out and only leading waves survive. As a result, and in contrast to models with noninteracting information dynamics, the access to information decays with the distance from the source. Moreover, when we analyzed the model on various synthetic and real spatial road networks, we found that the decay rate also depends on the path redundancy and the effective dimension of the system. In general, the decay of the information wave frequency as a function of distance from the source follows a power-law distribution with an exponent between -0.2 for a two-dimensional system with high path redundancy and -0.5 for a tree-like system with no path redundancy. We found that the real spatial networks provide an infrastructure for information spreading that lies in between these two extremes. Finally, to better understand the mechanics behind the scaling results, we provide analytical calculations of the scaling for a one-dimensional system. PMID:24580283

  20. Interaction prediction using conserved network motifs in protein-protein interaction networks

    NASA Astrophysics Data System (ADS)

    Albert, Reka

    2005-03-01

    High-throughput protein interaction detection methods are strongly affected by false positive and false negative results. Focused experiments are needed to complement the large-scale methods by validating previously detected interactions but it is often difficult to decide which proteins to probe as interaction partners. Developing reliable computational methods assisting this decision process is a pressing need in bioinformatics. This talk will describe the recent developments in analyzing and understanding protein interaction networks, then present a method that uses the conserved properties of the protein network to identify and validate interaction candidates. We apply a number of machine learning algorithms to the protein connectivity information and achieve a surprisingly good overall performance in predicting interacting proteins. Using a ``leave-one-ou approach we find average success rates between 20-50% for predicting the correct interaction partner of a protein. We demonstrate that the success of these methods is based on the presence of conserved interaction motifs within the network. A reference implementation and a table with candidate interacting partners for each yeast protein are available at http://www.protsuggest.org

  1. Professional and social support networks of rural general practitioners.

    PubMed

    Joyce, Catherine; Veitch, Craig; Crossland, Lisa

    2003-01-01

    This study explored the nature of rural general practitioners' (GPs) professional and personal support networks. A qualitative design was employed, using in-depth interviews with a diverse sample of GPs in rural Queensland. The support network of the rural GPs in this study incorporated the domains of clinical, workforce and social support, with clinical support as the most important domain. There was a preference for face-to-face contact wherever possible. Such contact was particularly important in the process of developing the network and for personal support. Despite this, many network contacts were by telephone out of necessity. There were few notable differences between male and female rural GPs on the issues explored in the present study. General Practitioners' satisfaction with their professional interactions was varied across the sample. The findings suggest that level of satisfaction may be associated with intentions to leave or stay for this group. PMID:12603440

  2. Structure and Interactions in Neurofilament Networks

    NASA Astrophysics Data System (ADS)

    Jones, Jayna; Ojeda-Lopez, Miguel; Safinya, Cyrus

    2004-03-01

    Neurofilaments (NFs) are a major constituent of myelinated axons of nerve cells, which assemble from three subunit proteins of low, medium, and high molecular weight to form a 10 nm diameter rod with sidearms radiating from the center. The sidearm interactions impart structural stability and result in an oriented network of NFs running parallel to the axon. Over or under expression of NF subunits is related to abnormal NF-networks, which are known hallmarks of motor neuron diseases (ALS). Here, we reassemble NFs from subunit proteins purified from bovine spinal cord. We demonstrate the formation of the NF network in vitro where synchrotron x-ray scattering (SSRL) reveals a well-defined interfilament spacing while the defect structure in polarized optical microcopy shows the liquid crystalline nature. The spacing varies depending on subunit molar ratios and salt conditions and we relate this change to the mechanical stability of the lattice. This change in lattice spacing yields insight into the stabilizing interactions between the NF sidearms. Supported by NSF DMR- 0203755, CTS-0103516, and NIH GM-59288.

  3. Measuring Large-Scale Social Networks with High Resolution

    PubMed Central

    Stopczynski, Arkadiusz; Sekara, Vedran; Sapiezynski, Piotr; Cuttone, Andrea; Madsen, Mette My; Larsen, Jakob Eg; Lehmann, Sune

    2014-01-01

    This paper describes the deployment of a large-scale study designed to measure human interactions across a variety of communication channels, with high temporal resolution and spanning multiple years—the Copenhagen Networks Study. Specifically, we collect data on face-to-face interactions, telecommunication, social networks, location, and background information (personality, demographics, health, politics) for a densely connected population of 1 000 individuals, using state-of-the-art smartphones as social sensors. Here we provide an overview of the related work and describe the motivation and research agenda driving the study. Additionally, the paper details the data-types measured, and the technical infrastructure in terms of both backend and phone software, as well as an outline of the deployment procedures. We document the participant privacy procedures and their underlying principles. The paper is concluded with early results from data analysis, illustrating the importance of multi-channel high-resolution approach to data collection. PMID:24770359

  4. Dynamic interactions of proteins in complex networks

    SciTech Connect

    Appella, E.; Anderson, C.

    2009-10-01

    Recent advances in techniques such as NMR and EPR spectroscopy have enabled the elucidation of how proteins undergo structural changes to act in concert in complex networks. The three minireviews in this series highlight current findings and the capabilities of new methodologies for unraveling the dynamic changes controlling diverse cellular functions. They represent a sampling of the cutting-edge research presented at the 17th Meeting of Methods in Protein Structure Analysis, MPSA2008, in Sapporo, Japan, 26-29 August, 2008 (http://www.iapsap.bnl.gov). The first minireview, by Christensen and Klevit, reports on a structure-based yeast two-hybrid method for identifying E2 ubiquitin-conjugating enzymes that interact with the E3 BRCA1/BARD1 heterodimer ligase to generate either mono- or polyubiquitinated products. This method demonstrated for the first time that the BRCA1/BARD1 E3 can interact with 10 different E2 enzymes. Interestingly, the interaction with multiple E2 enzymes displayed unique ubiquitin-transfer properties, a feature expected to be common among other RING and U-box E3s. Further characterization of new E3 ligases and the E2 enzymes that interact with them will greatly enhance our understanding of ubiquitin transfer and facilitate studies of roles of ubiquitin and ubiquitin-like proteins in protein processing and trafficking. Stein et al., in the second minireview, describe recent progress in defining the binding specificity of different peptide-binding domains. The authors clearly point out that transient peptide interactions mediated by both post-translational modifications and disordered regions ensure a high level of specificity. They postulate that a regulatory code may dictate the number of combinations of domains and post-translational modifications needed to achieve the required level of interaction specificity. Moreover, recognition alone is not enough to obtain a stable complex, especially in a complex cellular environment. Increasing

  5. Multiple tipping points and optimal repairing in interacting networks.

    PubMed

    Majdandzic, Antonio; Braunstein, Lidia A; Curme, Chester; Vodenska, Irena; Levy-Carciente, Sary; Stanley, H Eugene; Havlin, Shlomo

    2016-01-01

    Systems composed of many interacting dynamical networks-such as the human body with its biological networks or the global economic network consisting of regional clusters-often exhibit complicated collective dynamics. Three fundamental processes that are typically present are failure, damage spread and recovery. Here we develop a model for such systems and find a very rich phase diagram that becomes increasingly more complex as the number of interacting networks increases. In the simplest example of two interacting networks we find two critical points, four triple points, ten allowed transitions and two 'forbidden' transitions, as well as complex hysteresis loops. Remarkably, we find that triple points play the dominant role in constructing the optimal repairing strategy in damaged interacting systems. To test our model, we analyse an example of real interacting financial networks and find evidence of rapid dynamical transitions between well-defined states, in agreement with the predictions of our model. PMID:26926803

  6. Multiple tipping points and optimal repairing in interacting networks

    NASA Astrophysics Data System (ADS)

    Majdandzic, Antonio; Braunstein, Lidia A.; Curme, Chester; Vodenska, Irena; Levy-Carciente, Sary; Eugene Stanley, H.; Havlin, Shlomo

    2016-03-01

    Systems composed of many interacting dynamical networks--such as the human body with its biological networks or the global economic network consisting of regional clusters--often exhibit complicated collective dynamics. Three fundamental processes that are typically present are failure, damage spread and recovery. Here we develop a model for such systems and find a very rich phase diagram that becomes increasingly more complex as the number of interacting networks increases. In the simplest example of two interacting networks we find two critical points, four triple points, ten allowed transitions and two `forbidden' transitions, as well as complex hysteresis loops. Remarkably, we find that triple points play the dominant role in constructing the optimal repairing strategy in damaged interacting systems. To test our model, we analyse an example of real interacting financial networks and find evidence of rapid dynamical transitions between well-defined states, in agreement with the predictions of our model.

  7. Reconstructing direct and indirect interactions in networked public goods game

    PubMed Central

    Han, Xiao; Shen, Zhesi; Wang, Wen-Xu; Lai, Ying-Cheng; Grebogi, Celso

    2016-01-01

    Network reconstruction is a fundamental problem for understanding many complex systems with unknown interaction structures. In many complex systems, there are indirect interactions between two individuals without immediate connection but with common neighbors. Despite recent advances in network reconstruction, we continue to lack an approach for reconstructing complex networks with indirect interactions. Here we introduce a two-step strategy to resolve the reconstruction problem, where in the first step, we recover both direct and indirect interactions by employing the Lasso to solve a sparse signal reconstruction problem, and in the second step, we use matrix transformation and optimization to distinguish between direct and indirect interactions. The network structure corresponding to direct interactions can be fully uncovered. We exploit the public goods game occurring on complex networks as a paradigm for characterizing indirect interactions and test our reconstruction approach. We find that high reconstruction accuracy can be achieved for both homogeneous and heterogeneous networks, and a number of empirical networks in spite of insufficient data measurement contaminated by noise. Although a general framework for reconstructing complex networks with arbitrary types of indirect interactions is yet lacking, our approach opens new routes to separate direct and indirect interactions in a representative complex system. PMID:27444774

  8. Reconstructing direct and indirect interactions in networked public goods game.

    PubMed

    Han, Xiao; Shen, Zhesi; Wang, Wen-Xu; Lai, Ying-Cheng; Grebogi, Celso

    2016-01-01

    Network reconstruction is a fundamental problem for understanding many complex systems with unknown interaction structures. In many complex systems, there are indirect interactions between two individuals without immediate connection but with common neighbors. Despite recent advances in network reconstruction, we continue to lack an approach for reconstructing complex networks with indirect interactions. Here we introduce a two-step strategy to resolve the reconstruction problem, where in the first step, we recover both direct and indirect interactions by employing the Lasso to solve a sparse signal reconstruction problem, and in the second step, we use matrix transformation and optimization to distinguish between direct and indirect interactions. The network structure corresponding to direct interactions can be fully uncovered. We exploit the public goods game occurring on complex networks as a paradigm for characterizing indirect interactions and test our reconstruction approach. We find that high reconstruction accuracy can be achieved for both homogeneous and heterogeneous networks, and a number of empirical networks in spite of insufficient data measurement contaminated by noise. Although a general framework for reconstructing complex networks with arbitrary types of indirect interactions is yet lacking, our approach opens new routes to separate direct and indirect interactions in a representative complex system. PMID:27444774

  9. Reconstructing direct and indirect interactions in networked public goods game

    NASA Astrophysics Data System (ADS)

    Han, Xiao; Shen, Zhesi; Wang, Wen-Xu; Lai, Ying-Cheng; Grebogi, Celso

    2016-07-01

    Network reconstruction is a fundamental problem for understanding many complex systems with unknown interaction structures. In many complex systems, there are indirect interactions between two individuals without immediate connection but with common neighbors. Despite recent advances in network reconstruction, we continue to lack an approach for reconstructing complex networks with indirect interactions. Here we introduce a two-step strategy to resolve the reconstruction problem, where in the first step, we recover both direct and indirect interactions by employing the Lasso to solve a sparse signal reconstruction problem, and in the second step, we use matrix transformation and optimization to distinguish between direct and indirect interactions. The network structure corresponding to direct interactions can be fully uncovered. We exploit the public goods game occurring on complex networks as a paradigm for characterizing indirect interactions and test our reconstruction approach. We find that high reconstruction accuracy can be achieved for both homogeneous and heterogeneous networks, and a number of empirical networks in spite of insufficient data measurement contaminated by noise. Although a general framework for reconstructing complex networks with arbitrary types of indirect interactions is yet lacking, our approach opens new routes to separate direct and indirect interactions in a representative complex system.

  10. The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Series on School Reform

    ERIC Educational Resources Information Center

    Baker-Doyle, Kira J.

    2011-01-01

    New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers…

  11. Protein-protein interaction networks (PPI) and complex diseases

    PubMed Central

    Safari-Alighiarloo, Nahid; Taghizadeh, Mohammad; Rezaei-Tavirani, Mostafa; Goliaei, Bahram

    2014-01-01

    The physical interaction of proteins which lead to compiling them into large densely connected networks is a noticeable subject to investigation. Protein interaction networks are useful because of making basic scientific abstraction and improving biological and biomedical applications. Based on principle roles of proteins in biological function, their interactions determine molecular and cellular mechanisms, which control healthy and diseased states in organisms. Therefore, such networks facilitate the understanding of pathogenic (and physiologic) mechanisms that trigger the onset and progression of diseases. Consequently, this knowledge can be translated into effective diagnostic and therapeutic strategies. Furthermore, the results of several studies have proved that the structure and dynamics of protein networks are disturbed in complex diseases such as cancer and autoimmune disorders. Based on such relationship, a novel paradigm is suggested in order to confirm that the protein interaction networks can be the target of therapy for treatment of complex multi-genic diseases rather than individual molecules with disrespect the network. PMID:25436094

  12. Programmed Counseling Vs. Face-To-Face Counseling.

    ERIC Educational Resources Information Center

    Ewing, Thomas N.; Gilbert, William M.

    One session interviews were conducted with students planning to enter the University of Illinois. The interviews dealt with interpretation of aptitude and interest tests in relation to curricular plans, discussion of the students' expected level of achievement and areas of strength and weakness, a screening procedure for personality problems and…

  13. Future Schools: Blending Face-to-Face and Online Learning

    ERIC Educational Resources Information Center

    Schorr, Jonathan; McGriff, Deborah

    2011-01-01

    This article describes school models that offer a vision for what deeply integrated technology can mean for children's education, for the way schools are structured, and for the promise of greater efficiency amid a lengthy economic downturn. This is much more than simply taking a class online. Already, millions of children take one or more online…

  14. Professional Development Technology-Assisted versus Face-to-Face

    ERIC Educational Resources Information Center

    Sirk, J. Wylie, II.

    2011-01-01

    Education is one of the most political topics of today and teachers need highly effective professional development training to meet the challenges required for educating all students with their diverse needs. The educational process is a very complex mission and teachers must work collaboratively to acquire new and effective methods and strategies…

  15. Online and Face-to-Face Training: A Cost Matrix

    ERIC Educational Resources Information Center

    Jeffcoat Bartley, Sharon; Golek, Jennifer H.

    2004-01-01

    Online instruction gains an increasing presence due to associated benefits, including the ability to disregard geographical and time constraints, and the belief that online training is more cost efficient. This paper provides a discussion of issues to be faced by HRD professionals who intend to move the training environment online in response to…

  16. The MUSE project face to face with reality

    NASA Astrophysics Data System (ADS)

    Caillier, P.; Accardo, M.; Adjali, L.; Anwand, H.; Bacon, Roland; Boudon, D.; Brotons, L.; Capoani, L.; Daguisé, E.; Dupieux, M.; Dupuy, C.; François, M.; Glindemann, A.; Gojak, D.; Hansali, G.; Hahn, T.; Jarno, A.; Kelz, A.; Koehler, C.; Kosmalski, J.; Laurent, F.; Le Floch, M.; Lizon, J.-L.; Loupias, M.; Manescau, A.; Migniau, J. E.; Monstein, C.; Nicklas, H.; Parès, L.; Pécontal-Rousset, A.; Piqueras, L.; Reiss, R.; Remillieux, A.; Renault, E.; Rupprecht, G.; Streicher, O.; Stuik, R.; Valentin, H.; Vernet, J.; Weilbacher, P.; Zins, G.

    2012-09-01

    MUSE (Multi Unit Spectroscopic Explorer) is a second generation instrument built for ESO (European Southern Observatory) to be installed in Chile on the VLT (Very Large Telescope). The MUSE project is supported by a European consortium of 7 institutes. After the critical turning point of shifting from the design to the manufacturing phase, the MUSE project has now completed the realization of its different sub-systems and should finalize its global integration and test in Europe. To arrive to this point many challenges had to be overcome, many technical difficulties, non compliances or procurements delays which seemed at the time overwhelming. Now is the time to face the results of our organization, of our strategy, of our choices. Now is the time to face the reality of the MUSE instrument. During the design phase a plan was provided by the project management in order to achieve the realization of the MUSE instrument in specification, time and cost. This critical moment in the project life when the instrument takes shape and reality is the opportunity to look not only at the outcome but also to see how well we followed the original plan, what had to be changed or adapted and what should have been.

  17. Face-to-Face Collaborative Learning Supported by Mobile Phones

    ERIC Educational Resources Information Center

    Echeverria, Alejandro; Nussbaum, Miguel; Calderon, Juan Felipe; Bravo, Claudio; Infante, Cristian; Vasquez, Andrea

    2011-01-01

    The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in…

  18. Teamwork through Team Building: Face-to-Face to Online

    ERIC Educational Resources Information Center

    Staggers, Julie; Garcia, Susan; Nagelhout, Ed

    2008-01-01

    This article describes the ways the authors incorporated team-building activities into our online business writing courses by interrogating the ways that kinesthetic learning translates into the electronic realm. The authors review foundational theories of team building, including Cog's Ladder and Tuckman's Stages, and offer sample exercises they…

  19. Comparing Online and Face-to-Face Teaching and Learning

    ERIC Educational Resources Information Center

    Beck, Victoria Simpson

    2010-01-01

    Online education has emerged in the 21st century as a popular alternative to traditional education. Proponents argue that online education provides opportunities for learners that they would otherwise do without (Beard & Harper, 2002; Hay, Peltier, & Drago, 2004). Opponents (see, for example, Hay et al., 2004) have argued, however, that the loss…

  20. Face to Face : The Perception of Automotive Designs.

    PubMed

    Windhager, Sonja; Slice, Dennis E; Schaefer, Katrin; Oberzaucher, Elisabeth; Thorstensen, Truls; Grammer, Karl

    2008-12-01

    Over evolutionary time, humans have developed a selective sensitivity to features in the human face that convey information on sex, age, emotions, and intentions. This ability might not only be applied to our conspecifics nowadays, but also to other living objects (i.e., animals) and even to artificial structures, such as cars. To investigate this possibility, we asked people to report the characteristics, emotions, personality traits, and attitudes they attribute to car fronts, and we used geometric morphometrics (GM) and multivariate statistical methods to determine and visualize the corresponding shape information. Automotive features and proportions are found to covary with trait perception in a manner similar to that found with human faces. Emerging analogies are discussed. This study should have implications for both our understanding of our prehistoric psyche and its interrelation with the modern world. PMID:26181746