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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. 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

  4. Face-to-Face and Online Interactions--Is a Task a Task?

    ERIC Educational Resources Information Center

    Duensing, Annette; Stickler, Ursula; Batstone, Carolyn; Heins, Barbara

    2006-01-01

    This study contrasts two different ways of analysing interaction and participation in language learning tutorials: Social network analysis of frequency and QSR analysis of type of interaction. One task from three German beginners' language tutorials (one delivered face-to-face, the other two online) is analysed. A description of the background and…

  5. Hospital design and face-to-face interaction among clinicians: a theoretical model.

    PubMed

    Rashid, Mahbub

    2009-01-01

    A growing body of literature suggests that face-to-face interaction among clinicians in hospitals affects patient outcomes. How can face-to-face interaction among clinicians be influenced positively to improve patient outcomes in hospitals? So far, most strategies for improving face-to-face interaction in hospitals have focused on changing organizational culture. In contrast, this paper proposes a theoretical model that shows how spatial program and structure can help face-to-face interaction fulfill its purposes in hospitals by controlling the interfaces among different communities of clinicians. PMID:21165842

  6. 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

  7. 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.

  8. Spoken Interaction in Online and Face-to-Face Language Tutorials

    ERIC Educational Resources Information Center

    Heins, Barbara; Duensing, Annette; Stickler, Ursula; Batstone, Carolyn

    2007-01-01

    While interaction in online language learning in the area of written computer-mediated communication is well researched, studies focusing on interaction in synchronous online audio environments remain scarce. For this reason, this paper seeks to map the nature and level of interpersonal interaction in both online and the face-to-face language…

  9. The Goals and Structure of Face-to-Face Interaction Between Infants and Fathers.

    ERIC Educational Resources Information Center

    Yogman, Michael W.

    This study investigates similarities and differences in the interactions of infants with mothers and fathers, and examines the structural characteristics of social interaction between infants and fathers. Data are based on analyses of videotapes showing face-to-face interaction of five healthy first born infants with their mothers and fathers. The…

  10. 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.

  11. 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

  12. 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…

  13. Co-Constructing Mother-Infant Distress in Face-to-Face Interactions: Contributions of Microanalysis

    ERIC Educational Resources Information Center

    Beebe, Beatrice

    2004-01-01

    This article describes the use of microanalysis of videotapes to look at nonverbal elements (such as smiles, facial expressions, eye gaze, touch, and head and body movements toward and away from the other) to determine the caregiver-infant interactive (regulatory) experience. Video microanalysis of face-to-face play by infants and parents…

  14. 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…

  15. 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,…

  16. 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

  17. Exploring relationship between face-to-face interaction and team performance using wearable sensor badges.

    PubMed

    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.

  18. 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

  19. Interplay between Telecommunications and Face-to-Face Interactions: A Study Using Mobile Phone Data

    PubMed Central

    Calabrese, Francesco; Smoreda, Zbigniew; Blondel, Vincent D.; Ratti, Carlo

    2011-01-01

    In this study we analyze one year of anonymized telecommunications data for over one million customers from a large European cellphone operator, and we investigate the relationship between people's calls and their physical location. We discover that more than 90% of users who have called each other have also shared the same space (cell tower), even if they live far apart. Moreover, we find that close to 70% of users who call each other frequently (at least once per month on average) have shared the same space at the same time - an instance that we call co-location. Co-locations appear indicative of coordination calls, which occur just before face-to-face meetings. Their number is highly predictable based on the amount of calls between two users and the distance between their home locations - suggesting a new way to quantify the interplay between telecommunications and face-to-face interactions. PMID:21765888

  20. Interplay between telecommunications and face-to-face interactions: a study using mobile phone data.

    PubMed

    Calabrese, Francesco; Smoreda, Zbigniew; Blondel, Vincent D; Ratti, Carlo

    2011-01-01

    In this study we analyze one year of anonymized telecommunications data for over one million customers from a large European cellphone operator, and we investigate the relationship between people's calls and their physical location. We discover that more than 90% of users who have called each other have also shared the same space (cell tower), even if they live far apart. Moreover, we find that close to 70% of users who call each other frequently (at least once per month on average) have shared the same space at the same time--an instance that we call co-location. Co-locations appear indicative of coordination calls, which occur just before face-to-face meetings. Their number is highly predictable based on the amount of calls between two users and the distance between their home locations--suggesting a new way to quantify the interplay between telecommunications and face-to-face interactions.

  1. 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

  2. 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…

  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.

  4. An automated approach for measuring infant head orientation in a face-to-face interaction.

    PubMed

    Væver, Mette; Beebe, Beatrice; Kirk, Otto; Snidmann, Nancy; Harder, Susanne; Tronick, Ed

    2015-06-01

    Head orientation in face-to-face interactions between mothers and infants is an important component of their communicative processes. Manual coding, however, is laborious. Obtaining inter-observer reliability is difficult, with disagreements mostly being related to the on- and offsets of a limited number of orientation categories. We used a motion capture system and developed an automated method for the quantitative measurement of infant head orientation in mother--infant face-to-face-interactions. Automated motion capture systems have the potential to objectively document not only the on- and offset of behaviors, but also continuous changes. Infants wore a cap with three reflecting markers, and eight infrared cameras captured the positions of the markers. Analytic algorithms generated continuous three-dimensional descriptions of the infants' head movements. We report here on an initial feasibility study of four infants. To evaluate the effectiveness of the automated approach, we compared it to standard manual categorical coding of six infant head orientations. We found that the central reliability issue was disagreement at the boundaries of the coding categories identified by continuous automated coding versus manual coding. The automated method was both more feasible and more precise in capturing continuous small changes. The study provides evidence for the usefulness of automated measurement of infant head orientation when infants interact in relational space.

  5. 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

  6. 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…

  7. 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,…

  8. Marketing Learning Communities to Generation Z: The Importance of Face-to-Face Interaction in a Digitally Driven World

    ERIC Educational Resources Information Center

    Spears, Julia; Zobac, Stephanie R.; Spillane, Allison; Thomas, Shannon

    2015-01-01

    This article aims to identify the marketing strategies utilized by Learning Community (LC) administrators at two large, public, four-year research universities in the Midwest. The use of digital media coupled with face-to-face interaction is identified as an effective method of marketing LCs to the newest population of incoming college students,…

  9. 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.…

  10. 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…

  11. 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…

  12. 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.

  13. Mu rhythm suppression reflects mother-child face-to-face interactions: a pilot study with simultaneous MEG recording

    PubMed Central

    Hasegawa, Chiaki; Ikeda, Takashi; Yoshimura, Yuko; Hiraishi, Hirotoshi; Takahashi, Tetsuya; Furutani, Naoki; Hayashi, Norio; Minabe, Yoshio; Hirata, Masayuki; Asada, Minoru; Kikuchi, Mitsuru

    2016-01-01

    Spontaneous face-to-face interactions between mothers and their children play crucial roles in the development of social minds; however, these inter-brain dynamics are still unclear. In this pilot study, we measured MEG mu suppression during face-to-face spontaneous non-linguistic interactions between mothers and their children with autism spectrum disorder (ASD) using the MEG hyperscanning system (i.e., simultaneous recording). The results demonstrated significant correlations between the index of mu suppression (IMS) in the right precentral area and the traits (or severity) of ASD in 13 mothers and 8 children (MEG data from 5 of the children could not be obtained due to motion noise). In addition, higher IMS values (i.e., strong mu suppression) in mothers were associated with higher IMS values in their children. To evaluate the behavioral contingency between mothers and their children, we calculated cross correlations between the magnitude of the mother and child head-motion during MEG recordings. As a result, in mothers whose head motions tended to follow her child’s head motion, the magnitudes of mu suppression in the mother’s precentral area were large. Further studies with larger sample sizes, including typically developing children, are necessary to generalize this result to typical interactions between mothers and their children. PMID:27721481

  14. Development and Implementation of an ESL Classroom Assessment of Face-to-Face Conversational Interaction

    ERIC Educational Resources Information Center

    Kauper, Nancy Louise

    2012-01-01

    Knowledge of local norms and conventions of interaction and ability to use them appropriately as well as the ability to negotiate meaning with interlocutors are important for ESL graduate students and prospective teaching assistants in an English-speaking university context. The interactive communication (IC) assessment using a paired student…

  15. 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…

  16. 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.

  17. 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

  18. 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

  19. 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…

  20. Mirror neuron and theory of mind mechanisms involved in face-to-face interactions: a functional magnetic resonance imaging approach to empathy.

    PubMed

    Schulte-Rüther, Martin; Markowitsch, Hans J; Fink, Gereon R; Piefke, Martina

    2007-08-01

    Empathy allows emotional psychological inference about other person's mental states and feelings in social contexts. We aimed at specifying the common and differential neural mechanisms of "self"- and "other"-related attribution of emotional states using event-related functional magnetic resonance imaging. Subjects viewed faces expressing emotions with direct or averted gaze and either focused on their own emotional response to each face (self-task) or evaluated the emotional state expressed by the face (other-task). The common network activated by both tasks included the left lateral orbito-frontal and medial prefrontal cortices (MPFC), bilateral inferior frontal cortices, superior temporal sulci and temporal poles, as well as the right cerebellum. In a subset of these regions, neural activity was significantly correlated with empathic abilities. The self- (relative to the other-) task differentially activated the MPFC, the posterior cingulate cortex (PCC)/precuneus, and the temporo-parietal junction bilaterally. Empathy-related processing of emotional facial expressions recruited brain areas involved in mirror neuron and theory-of-mind (ToM) mechanisms. The differential engagement of the MPFC, the PCC/precuneus, and temporo-parietal regions in the self-task indicates that these structures act as key players in the evaluation of one's own emotional state during empathic face-to-face interaction. Activation of mirror neurons in a task relying on empathic abilities without explicit task-related motor components supports the view that mirror neurons are not only involved in motor cognition but also in emotional interpersonal cognition. An interplay between ToM and mirror neuron mechanisms may hold for the maintenance of a self-other distinction during empathic interpersonal face-to-face interactions. PMID:17651008

  1. 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.

  2. 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

  3. 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

  4. 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

  5. A high-barrier molecular balance for studying face-to-face arene-arene interactions in the solid state and in solution.

    PubMed

    Chong, Yong S; Carroll, William R; Burns, William G; Smith, Mark D; Shimizu, Ken D

    2009-09-14

    An atropisomeric molecular balance was developed to study face-to-face arene-arene interactions. The balance has a large central 1,4,5,8-naphthalene diimide surface that forms intramolecular arene-arene interactions with two pendent arms. The balance adopts distinct syn and anti isomers with varying numbers of intramolecular interactions. Thus, the strength of the arene-arene interaction could be quantitatively measured by NMR spectroscopy from the anti/syn ratios. The size of the arene arms was easily varied, which allowed examination of the relationship between arene size and strength of the interaction. A nonlinear size dependence was observed in solution with larger arene arms having a disproportionately stronger arene-arene interaction. The intramolecular arene-arene interactions were also characterized in the solid state by X-ray crystallography. These studies were facilitated by the kinetic stability of the syn and anti isomers at room temperature due to the high isomerization barrier (DeltaG=27.0 kcal mol(-1)). Thus, the anti isomer could be selectively isolated and crystallized in its folded conformation. The X-ray structures confirmed that the anti isomers formed two strong intramolecular arene-arene interactions with face-to-face geometries. The solid-state structure analysis also reveals that the rigid framework may contribute to the observed nonlinear size trend. The acetate linker is slightly too long, which selectively destabilizes the balances with smaller arene arms. The larger arene arms are able to compensate for the longer linker and form effective intramolecular arene-arene interactions.

  6. 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…

  7. 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.

  8. 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)

  9. 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…

  10. 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

  11. EFFECTS OF MATERNAL DEPRESSION AND PANIC DISORDER ON MOTHER–INFANT INTERACTIVE BEHAVIOR IN THE FACE-TO-FACE STILL-FACE PARADIGM

    PubMed Central

    Weinberg, M. Katherine; Beeghly, Marjorie; Olson, Karen L.; Tronick, Edward

    2011-01-01

    The present study evaluated the interactive behavior of three groups of mothers and their 3-month-old infants in the Face-to-Face Still-Face paradigm. The mothers had either a clinical diagnosis of major depressive disorder (MDD, n = 33) with no comorbidity, a clinical diagnosis of panic disorder (PD, n = 13) with no comorbidity, or no clinical diagnosis (n = 48). The sample was selected to be at otherwise low social and medical risk, and all mothers with PD or MDD were in treatment. The findings indicated that (a) infants of mothers with PD or MDD displayed the traditional still-face and reunion effects described in previous research with nonclinical samples; (b) the 3-month-old infants in this study showed similar, but not identical, gender effects to those described for older infants; and (c) there were no patterns of maternal or infant interactive behavior that were unique to the PD, MDD, or control groups. These results are discussed in light of mothers’ risk status, receipt of treatment, severity of illness, and comorbidity of PD and MDD. PMID:21731149

  12. 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…

  13. Use of Documentary and Face to Face Interaction in Working Toward School Improvement. Draft. Documentation and Technical Assistance in Urban Schools.

    ERIC Educational Resources Information Center

    Holmes, Manford

    This paper compares the usefulness of documentary (written materials) versus face to face delivery of information in helping to bring about urban school improvement. The paper is based on the experiences of the Documentation and Technical Assistance Project (DTA) of the Center for New Schools (Chicago, Illinois), a program that aims to increase…

  14. Topicality and the Structure of Interactive Talk in Face-to-Face Seminar Discussions: Implications for Research in Distributed Learning Media

    ERIC Educational Resources Information Center

    Gibson, Will; Hall, Andy; Callery, Peter

    2006-01-01

    This article examines the structure of topic movement within face-to-face postgraduate university seminar discussion forums through a conversation analytic approach. The analysis of 12 audio recordings of seminars showed that in spite of clear differences in the management style of sessions by seminar leaders there were important consistencies in…

  15. 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

  16. 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)

  17. 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…

  18. 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.

  19. 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…

  20. 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

  1. The impact of professional isolation on teleworker job performance and turnover intentions: does time spent teleworking, interacting face-to-face, or having access to communication-enhancing technology matter?

    PubMed

    Golden, Timothy D; Veiga, John F; Dino, Richard N

    2008-11-01

    Although the teleworking literature continues to raise concerns regarding the adverse consequences of professional isolation, researchers have not examined its impact on work outcomes. Consequently, the authors first examine professional isolation's direct impact on job performance and turnover intentions among teleworkers and then investigate the contingent role of 3 salient work-mode-related factors. Survey data from a matched sample of 261 professional-level teleworkers and their managers revealed that professional isolation negatively impacts job performance and, contrary to expectations, reduces turnover intentions. Moreover, professional isolation's impact on these work outcomes is increased by the amount of time spent teleworking, whereas more face-to-face interactions and access to communication-enhancing technology tend to decrease its impact. On the basis of these findings, an agenda for future research on professional isolation is offered that takes into account telework's growing popularity as a work modality. PMID:19025257

  2. 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…

  3. 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…

  4. 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.

  5. Synthesis and characterization of "face-to-face" porphyrins.

    PubMed Central

    Collman, J P; Elliott, C M; Halbert, T R; Tovrog, B S

    1977-01-01

    The syntheses of four binary porphyrins, two of which are constrained to a "face-to-face" conformation, and their Co2+ and Cu2+ derivatives are described. Electron spin resonance indicates that the intermetallic separation in the binuclear "face-to-face" porphyrins is about 6.5-6.8 A. Electronic spectra and proton magnetic resonance spectra support the postulated "face-to-face" conformations. A hypothesis that related compounds may serve as multielectron redox catalysts for O2 and N2 is presented. PMID:189304

  6. 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…

  7. 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.

    PubMed

    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

    2005-09-01

    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 coded. No opiate-exposure effects were detected. However, mothers of cocaine-exposed infants showed more negative engagement than other mothers. The cocaine-exposed dyads also showed higher overall levels of mismatched engagement states than other dyads, including more negative engagement when the infants were in states of neutral engagement. Infants exposed to heavier levels of cocaine showed more passive-withdrawn negative engagement and engaged in more negative affective matching with their mothers than other infants. Although effect sizes were small, cocaine exposure, especially heavy cocaine exposure, was associated with subtly negative interchanges, which may have a cumulative impact on infants' later development and their relationships with their mothers.

  8. 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…

  9. Cyber- and Face-to-Face Bullying: Who Crosses Over?

    ERIC Educational Resources Information Center

    Shin, Hwayeon Helene; Braithwaite, Valerie; Ahmed, Eliza

    2016-01-01

    A total of 3956 children aged 12-13 years who completed the Longitudinal Study of Australian Children (LSAC Wave 5) were studied about their experiences of traditional face-to-face bullying and cyberbullying in the last month. In terms of prevalence, sixty percent of the sample had been involved in traditional bullying as the victim and/or the…

  10. 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…

  11. 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…

  12. 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…

  13. Face-to-Face versus Online Coursework: A Comparison of Costs and Learning Outcomes

    ERIC Educational Resources Information Center

    Herman, Terry; Banister, Savilla

    2007-01-01

    This study documents the transformation of a graduate-level course for teachers that had traditionally been taught in a face-to-face (f2f) model, in multiple sections, at a large university. By designing the course for online delivery and developing various interactive multimedia modules, the university was able to offer the course at a…

  14. Face-to-Face Play: Its Temporal Structure as Predictor of Socioaffective Development.

    ERIC Educational Resources Information Center

    Stern, Daniel N.

    2001-01-01

    Examines three issues from study by Jaffe et al.: predictive nature of face-to-face play, the psychological present moment for infants, and the representation of the pragmatics of dialogue. Emphasizes value of the study for future work in social interaction. (DLH)

  15. 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.

  16. A model for production, perception, and acquisition of actions in face-to-face communication.

    PubMed

    Kröger, Bernd J; Kopp, Stefan; Lowit, Anja

    2010-08-01

    The concept of action as basic motor control unit for goal-directed movement behavior has been used primarily for private or non-communicative actions like walking, reaching, or grasping. In this paper, literature is reviewed indicating that this concept can also be used in all domains of face-to-face communication like speech, co-verbal facial expression, and co-verbal gesturing. Three domain-specific types of actions, i.e. speech actions, facial actions, and hand-arm actions, are defined in this paper and a model is proposed that elucidates the underlying biological mechanisms of action production, action perception, and action acquisition in all domains of face-to-face communication. This model can be used as theoretical framework for empirical analysis or simulation with embodied conversational agents, and thus for advanced human-computer interaction technologies. PMID:20012153

  17. 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.

  18. 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…

  19. 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…

  20. 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.

  1. 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

  2. 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…

  3. 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…

  4. Stability and Transitions in Mother-Infant Face-to-Face Communication during the First 6 Months: A Microhistorical Approach

    ERIC Educational Resources Information Center

    Hsu, Hui-Chin; Fogel, Alan

    2003-01-01

    In this study the authors attempted to unravel the relational, dynamical, and historical nature of mother-infant communication during the first 6 months. Thirteen mothers and their infants were videotaped weekly from 4 to 24 weeks during face-to-face interactions. Three distinct patterns of mother-infant communication were identified: symmetrical,…

  5. 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…

  6. 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…

  7. 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…

  8. 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.…

  9. 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

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

    PubMed

    Müller, Andre Matthias; Khoo, Selina

    2014-03-10

    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

  11. Lost in Translation: Adapting a Face-to-Face Course Into an Online Learning Experience.

    PubMed

    Kenzig, Melissa J

    2015-09-01

    Online education has grown dramatically over the past decade. Instructors who teach face-to-face courses are being called on to adapt their courses to the online environment. Many instructors do not have sufficient training to be able to effectively move courses to an online format. This commentary discusses the growth of online learning, common challenges faced by instructors adapting courses from face-to-face to online, and best practices for translating face-to-face courses into online learning opportunities.

  12. 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.

  13. 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.

  14. 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

  15. 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…

  16. Divided by a Common Degree Program? Profiling Online and Face-to-Face Information Science Students

    ERIC Educational Resources Information Center

    Haigh, Maria

    2007-01-01

    This study examines profiles of online and face-to-face students in a single information science school: the University of Wisconsin-Milwaukee School of Information Studies. A questionnaire was administered to 76 students enrolled in online course sections and 72 students enrolled in face-to-face course sections. The questionnaire examined student…

  17. 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…

  18. 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…

  19. 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…

  20. Why Use the Online Environment with Face-to-Face Students? Insights from Early Adopters.

    ERIC Educational Resources Information Center

    Bunker, Alison; Vardi, Iris

    This study illustrates the convergence of two teaching and learning media, face-to-face and online, as reflective lecturers seek to address the limitations of a single medium. Innovative university lecturers at a large Western Australia university were interviewed about their use of online environments with face-to-face students. The interview…

  1. 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)

  2. Moodle: A Way for Blending VLE and Face-to-Face Instruction in the ELT Context?

    ERIC Educational Resources Information Center

    Ilin, Gulden

    2013-01-01

    This classroom research explores the probable consequences of a blended Teaching English to Young Learners (TEYLs) course comprised of Moodle applications and face to face instruction in the English Language Teaching (ELT) context. Contrary to previous face to face only procedure, the course was divided into two segments: traditional classroom…

  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. Comparing the Roles of Representations in Face-to-Face and Online Computer Supported Collaborative Learning

    ERIC Educational Resources Information Center

    Suthers, Daniel D.; Hundhausen, Christopher D.; Girardeau, Laura E.

    2003-01-01

    This paper reports an empirical study comparing the role of discourse and knowledge representations (graphical evidence mapping) in face-to-face versus synchronous online collaborative learning. Prior work in face-to-face collaborative learning situations has shown that the features of representational notations can influence the focus of…

  5. 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

  6. 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…

  7. A tele-oncology model replacing face-to-face specialist cancer care: perspectives of patients in North Queensland.

    PubMed

    Sabesan, Sabe; Kelly, Jenny; Evans, Rebecca; Larkins, Sarah

    2014-03-18

    We explored the experiences of patients using the Townsville Tele-oncology clinic, where most patients are no longer seen face-to-face. All medical oncology patients who received services via telehealth at the Townsville Cancer Centre in 2012 were invited to participate in an interview. None refused. Thirty two patients were interviewed by telephone and three via videoconference at their local health service facility. Data analysis identified five major themes (quality of the consultation; communication and relationships; familiarity with technology and initial fears; local services and support; and lack of coordination of services between the local rural hospital and the major regional hospital) and each major theme included a number of sub-themes. Most patients interviewed (69%) had not seen their oncology specialist face-to-face, but 86% of them found the video-consultation to be of high quality and were extremely satisfied with the interaction. The acceptance of teleconsultation appeared to be linked to the patients' trust with their local health system and staff. Overall, the tele-oncology model that replaced face-to-face care in North Queensland was accepted and welcomed by patients. PMID:24643950

  8. 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

  9. 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

  10. 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.

  11. 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

  12. 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...

  13. 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...

  14. 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

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  15. 77 FR 37101 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

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  17. 76 FR 78342 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

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  19. 77 FR 40411 - Open Meeting of the Taxpayer Advocacy Panel Face-to-Face Service Methods Project Committee

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  20. 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

  1. Using online learning in a traditional face-to-face environment.

    PubMed

    Kozlowski, Dawn

    2002-01-01

    A model for designing online learning was developed and implemented in a Registered Nurse-to-Bachelor of Science in Nursing course using online and face-to-face methodologies. The combination of online and face-to-face learning modalities may help the student who is a novice Internet explorer or seasoned Web navigator by offering technological support as well as providing constant in-person feedback regarding course requirements. The face-to-face component facilitates a sense of community and peer support that sometimes is lacking in an entirely online course. During the 2 semesters this model was used, students expressed satisfaction with having the course facilitator/professor physically available for consultation and advisement. Evaluation of this online/on-site course is ongoing and uses computer-administered qualitative questionnaires, a facilitator-moderated focus group, and Likert-type course evaluations.

  2. 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

  3. 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.

  4. Improving Students' Summary Writing Ability through Collaboration: A Comparison between Online Wiki Group and Conventional Face-To-Face Group

    ERIC Educational Resources Information Center

    Wichadee, Saovapa

    2013-01-01

    Wikis, as one of the Web 2.0 social networking tools, have been increasingly integrated into second language (L2) instruction to promote collaborative writing. The current study examined and compared summary writing abilities between students learning by wiki-based collaboration and students learning by traditional face-to-face collaboration.…

  5. 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.…

  6. 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…

  7. 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…

  8. 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:…

  9. 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,…

  10. 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,…

  11. 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…

  12. 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…

  13. The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication

    PubMed Central

    Gillespie, Alex; Corti, Kevin

    2016-01-01

    This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication. PMID:27660616

  14. 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…

  15. 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…

  16. 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…

  17. The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication.

    PubMed

    Gillespie, Alex; Corti, Kevin

    2016-01-01

    This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication.

  18. 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…

  19. 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,…

  20. A Comparison of Student Evaluations of Teaching between Online and Face-to-Face Courses

    ERIC Educational Resources Information Center

    Kelly, Henry F.; Ponton, Michael K.; Rovai, Alfred P.

    2007-01-01

    The literature contains indications of a bias in student evaluations of teaching (SET) against online instruction compared to face-to-face instruction. The present case study consists of content analysis of anonymous student responses to open-ended SET questions submitted by 534 students enrolled in 82 class sections taught by 41 instructors, one…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication.

    PubMed

    Gillespie, Alex; Corti, Kevin

    2016-01-01

    This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication. PMID:27660616

  6. The Body That Speaks: Recombining Bodies and Speech Sources in Unscripted Face-to-Face Communication

    PubMed Central

    Gillespie, Alex; Corti, Kevin

    2016-01-01

    This article examines advances in research methods that enable experimental substitution of the speaking body in unscripted face-to-face communication. A taxonomy of six hybrid social agents is presented by combining three types of bodies (mechanical, virtual, and human) with either an artificial or human speech source. Our contribution is to introduce and explore the significance of two particular hybrids: (1) the cyranoid method that enables humans to converse face-to-face through the medium of another person's body, and (2) the echoborg method that enables artificial intelligence to converse face-to-face through the medium of a human body. These two methods are distinct in being able to parse the unique influence of the human body when combined with various speech sources. We also introduce a new framework for conceptualizing the body's role in communication, distinguishing three levels: self's perspective on the body, other's perspective on the body, and self's perspective of other's perspective on the body. Within each level the cyranoid and echoborg methodologies make important research questions tractable. By conceptualizing and synthesizing these methods, we outline a novel paradigm of research on the role of the body in unscripted face-to-face communication.

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Learners' Willingness to Communicate in Face-to-Face versus Oral Computer-Mediated Communication

    ERIC Educational Resources Information Center

    Yanguas, Íñigo; Flores, Alayne

    2014-01-01

    The present study had two main goals: to explore performance differences in a task-based environment between face-to-face (FTF) and oral computer-mediated communication (OCMC) groups, and to investigate the relationship between trait-like willingness to communicate (WTC) and performance in the FTF and OCMC groups. Students from two intact…

  14. 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…

  15. 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…

  16. Online or Face-to-Face? Experimenting with Different Techniques in Teacher Training

    ERIC Educational Resources Information Center

    Delfino, Manuela; Persico, D.

    2007-01-01

    This paper illustrates a 5-year case study (from 2001 to 2005) regarding a course in educational technology that involved from 100 to 150 student teachers per year for a total of more than 500 trainees. Since the first version of the course, which was entirely based on a face-to-face approach, computer mediated collaborative learning techniques…

  17. Harmonizing the Online and Face-to-Face Components in a Blended Course on Educational Technology

    ERIC Educational Resources Information Center

    Delfino, Manuela; Manca, Stefania; Persico, Donatella

    2007-01-01

    This article analyses the relationship between the face-to-face and the online components of a blended course in Educational Technology, run by the Institute for Educational Technology for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the two educational modalities,…

  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. 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…

  20. 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…

  1. 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…

  2. Learner-Centered Teaching Style: Comparing Face-to-Face and Online Adult Educators' Commitment Levels

    ERIC Educational Resources Information Center

    Edwards, Shanda E.

    2013-01-01

    For at least 50 years, prominent adult learning theorists have recommended that adult educators commit to a learner-centered teaching approach. Extensive teaching styles research has been conducted on face-to-face and online adult educators, albeit separately, to examine their commitment levels to the learner-centered style. In addition, there has…

  3. 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…

  4. 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…

  5. 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…

  6. One Professor's Face-to-Face Teaching Strategies while Becoming an Online Instructor

    ERIC Educational Resources Information Center

    Sugar, William; Martindale, Trey; Crawley, Frank E.

    2007-01-01

    With the increasing number of online courses within many higher education institutions, experienced instructors are facing the possibility of teaching online. These faculty members may face the task of converting their well-established face-to-face teaching strategies into an online environment. To better understand this transition, we analyzed…

  7. 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…

  8. 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…

  9. 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.…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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,…

  15. 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…

  16. Perception of facial features and face-to-face communications in space.

    PubMed

    Cohen, M M

    2000-09-01

    This paper examines how human face-to-face communications may be compromised by exposure to the microgravity environment of space. Although efficient face-to-face communications are acknowledged to be essential for astronauts to work safely and effectively, the space environment causes facial edema, and allows speakers and listeners to confront one another in multiple orientations that can potentially interfere with many important non-linguistic communication cues. In addition, high background noises in space shuttles and stations can mask auditory messages. Currently, the effects of spaceflight on the ability to identify facial features, to read lips, to integrate visual and auditory sensory information, and to interpret spoken messages in noisy environments while the speakers are at various orientations with respect to the listeners, are virtually unknown. Ground-based experiments conducted in our laboratory with computer-displayed facial images presented at various orientations have suggested how non-linguistic cues may be degraded by changes in the retinal orientations of facial images. The results of our ground-based studies illustrating impaired recognition of facial features in non-erect images are described, their implications for effective face-to-face communications among astronauts in space are discussed, and two experiments that can quantify the effects of microgravity on face-to-face communications in space are outlined.

  17. 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…

  18. 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…

  19. 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,…

  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. 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…

  2. 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

  3. Comparing online and face-to-face dissonance-based eating disorder prevention.

    PubMed

    Serdar, Kasey; Kelly, Nichole R; Palmberg, Allison A; Lydecker, Janet A; Thornton, Laura; Tully, Carrie E; Mazzeo, Suzanne E

    2014-01-01

    Disordered eating behavior is common in college women. Thus, it is important to develop programs to reduce eating disorder (ED) risk. Studies suggest that dissonance-based (DB) prevention programs successfully reduce ED risk factors; however, face-to-face DB groups lack anonymity and convenience. One way to address these barriers is to adapt DB programs for online use. Few studies have examined the feasibility of this delivery mode. This study compared the efficacy of an online DB program with a face-to-face DB program and an assessment-only condition. Undergraduate women (N = 333) recruited from a participant pool at a public university in the mid-Atlantic United States participated (n = 107 face-to-face DB, n = 112 online DB, n = 114 assessment-only). It was hypothesized that: (a) participants in the face-to-face and online DB conditions would report greater decreases in thin-ideal internalization, body dissatisfaction, and ED symptoms at post-testing relative to participants in the assessment-only control group, and (b) online and face-to-face programs would yield comparable results. Modified intent-to-treat analyses indicated that participants in both conditions manifested less body dissatisfaction at post-test compared with assessment-only participants; there were no significant differences in outcomes between the two modes of program delivery. These findings indicate that DB ED prevention programs can be successfully adapted for online use. Future studies should continue to refine online adaptations of such programs and examine their effects with samples that include older and younger women, and men.

  4. Social Network Analysis to Examine Interaction Patterns in Knowledge Building Communities

    ERIC Educational Resources Information Center

    Philip, Donald N.

    2010-01-01

    This paper describes use of social network analysis to examine student interaction patterns in a Grade 5/6 Knowledge Building class. The analysis included face-to-face interactions and interactions in the Knowledge Forum[R] Knowledge Building environment. It is argued that sociogram data are useful to reveal group processes; in sociological terms,…

  5. The effect of mediation on impression formation: a comparison of face-to-face and video-mediated conditions.

    PubMed

    Fullwood, Chris

    2007-05-01

    It is suggested that communication mediated by video may have an important impact on the way in which individuals are perceived and this might be a result of an attenuation or distortion of visual signals. The current study aimed to test this further by employing a simple mind-reading task, which gave participants an opportunity to interact with one another. Participants completed the task in pairs either face-to-face or via video-mediated technologies. After completing the task, participants filled in a questionnaire which was designed to assess perceptions of how much they liked and how intelligent they believed their partner in the task to be. Results indicate that participants were regarded as significantly less likeable and intelligent in the video-mediated condition. This is probably a consequence of the attenuation of visual signals, in particular eye gaze, which has been shown to be important in impression formation. Findings from this study have practical implications for using this type of technology to assess performance, for example in interviews, especially if comparisons are made with face-to-face interviewees.

  6. 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

  7. Individual face-to-face tutorials: the value in nurse education.

    PubMed

    Nathan, Martina

    The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in the UK with the recession currently impacting on higher education institutions. Nevertheless, with increasing student fees come higher student expectations. With all UK pre-registration nursing study programmes at degree level and with the emphasis on widening access, students may require additional academic support to ensure success. This study aimed to examine the value of individual, face-to-face tutorials for academic support in nurse education. A descriptive and exploratory design was used, mixing qualitative and quantitative methods. The survey approach employed a web-based, self-completion questionnaire, which was distributed to lecturers and pre-registration student nurses in a UK university. Following analysis of the questionnaire results, students were invited to attend a group interview. Findings highlighted the importance of individual, face-to-face tutorials with qualitative data supplying detailed accounts regarding their value.

  8. Face-to-face training emerges as most effective. New Delhi.

    PubMed

    1994-01-01

    Three training modalities used for upgrading the knowledge and skills of teachers in population education were compared in a study undertaken by S.V. Yadav of the National Population Education Project of the National Council of Educational Research and Training. The 3 training modalities compared included face-to-face training, self-learning individual mode and self-learning paired mode. The study employed pre-test and post-test designs using control groups consisting of 96 secondary school teachers teaching in rural schools in 1 district. The 3 modalities were compared according to their effectiveness in terms of gains in awareness, knowledge and attitude as well as cost effectiveness. The study showed that the face-to-face modality is still the most effective in terms of gains in knowledge and attitude. It is, however, costlier, the report points out. When cost per unit and outcomes were taken together, the study found out that the self-learning, paired mode proved to be the most effective. The self-learning paired mode is also found to be more effective than the individual self-instruction mode because in the paired mode modality, the opportunity to discuss and share learning with a colleague improves their understanding of the issues in an area in which attitude and values are important. The study recommends on this basis that policy makers consider the combination of face-to-face and self-learning paired modalities in designing their teacher-training program on population education.

  9. 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)

  10. 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…

  11. Stability and transitions in mother-infant face-to-face communication during the first 6 months: a microhistorical approach.

    PubMed

    Hsu, Hui-Chin; Fogel, Alan

    2003-11-01

    In this study the authors attempted to unravel the relational, dynamical, and historical nature of mother-infant communication during the first 6 months. Thirteen mothers and their infants were videotaped weekly from 4 to 24 weeks during face-to-face interactions. Three distinct patterns of mother-infant communication were identified: symmetrical, asymmetrical, and unilateral. Guided by a dynamic systems perspective, the authors explored the stability of and transitions between these communication patterns. Findings from event history analysis showed that (a) there are regularly recurring dyadic communication patterns in early infancy, (b) these recurring patterns show differential stabilities and likelihoods of transitions, (c) dynamic stability in dyadic communication is shaped not only by individual characteristics (e.g., infant sex and maternal parity) but also by the dyad's communication history, and (d) depending on their recency, communication histories varying in temporal proximity exert differential effects on the self-organization processes of a dyadic system. PMID:14584985

  12. 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.

  13. Computers, Networks and Work.

    ERIC Educational Resources Information Center

    Sproull, Lee; Kiesler, Sara

    1991-01-01

    Discussed are how computer networks can affect the nature of work and the relationships between managers and employees. The differences between face-to-face exchanges and electronic interactions are described. (KR)

  14. 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

  15. 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.

  16. 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

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

    PubMed

    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

  18. 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

  19. 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...

  20. 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...

  1. 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.

  2. Detecting emotional expression in face-to-face and online breast cancer support groups.

    PubMed

    Liess, Anna; Simon, Wendy; Yutsis, Maya; Owen, Jason E; Piemme, Karen Altree; Golant, Mitch; Giese-Davis, Janine

    2008-06-01

    Accurately detecting emotional expression in women with primary breast cancer participating in support groups may be important for therapists and researchers. In 2 small studies (N = 20 and N = 16), the authors examined whether video coding, human text coding, and automated text analysis provided consistent estimates of the level of emotional expression. In Study 1, the authors compared coding from videotapes and text transcripts of face-to-face groups. In Study 2, the authors examined transcripts of online synchronous groups. The authors found that human text coding significantly overestimated Positive Affect and underestimated Defensive/Hostile Affect compared with video coding. They found correlations were low for Positive Affect but moderate for negative affect between Linguistic Inquiry Word Count (LIWC) and video coding. The implications of utilizing text-only detection of emotion are discussed. PMID:18540745

  3. Comparison of the accuracy of patients' recall of the content of telephone and face-to-face consultations: an exploratory study.

    PubMed

    McKinstry, Brian; Watson, Philip; Elton, Robert A; Pinnock, Hilary; Kidd, Gillian; Meyer, Barbara; Logie, Robert; Sheikh, Aziz

    2011-06-01

    BACKGROUND To comply with an action plan patients need to recall information accurately. Little is known about how well patients recall consultations, particularly telephone consultations increasingly used to triage acute problems. PURPOSE OF STUDY This was an exploratory study to measure how accurately patients recall the content of face-to-face and telephone consultations and what factors may be associated with accurate recall. STUDY DESIGN In Scotland in 2008, the advice (diagnoses; management plan(s); and safety-netting arrangements) given in audio recorded face-to-face and telephone consultations was compared with the advice recalled by patients at interview approximately 13 days later. Patients also performed a memory test. Interactions were sought between accurate recall, consultation type, and factors postulated to influence recall. RESULTS Ten general practitioners (GPs) and 175 patients participated; 144 (82%) patients were interviewed. Patients recalled most important components of telephone and face-to-face consultations equally accurately or with only minor errors. Overall, patients presenting multiple problems (p<0.001), with brain injury (p<0.01) or low memory score (p<0.01) had reduced recall. GPs rarely used strategies to improve recall; however, these were not associated with improved recall. CONCLUSIONS Contrary to previous hospital based research, patients tended to remember important components of both face-to-face and telephone consultations-perhaps reflecting the familiar, less anxiety provoking environment of primary care. The unsuccessful use of strategies to improve recall may reflect selective use in cognitively impaired patients. Clinicians should compensate for situations where recall is poorer such as patients presenting multiple problems or with brain injury. Patients might be advised to restrict the number of problems they present in any one consultation.

  4. 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.

  5. 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

  6. 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.

  7. 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.

  8. 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

  9. 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

  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. Supplemental Instruction Online: As Effective as the Traditional Face-to-Face Model?

    NASA Astrophysics Data System (ADS)

    Hizer, Suzanne E.; Schultz, P. W.; Bray, Richard

    2016-10-01

    Supplemental Instruction (SI) is a well-recognized model of academic assistance with a history of empirical evidence demonstrating increases in student grades and decreases in failure rates across many higher education institutions. However, as college students become more accustomed to learning in online venues, what is not known is whether an SI program offered online could benefit students similarly to SI sessions that occur in face-to-face settings. The in-person (traditional) SI program at California State University San Marcos has demonstrated increases in grades and lower fail rates for courses being supported in science and math. Students enrolled in four biology courses who participated in online SI received increases in academic performance similar to the students in the courses who attended traditional SI. Both the online and traditional SI participating students had higher course grades and lower fail rates as compared to students who did not participate in either form of SI. Self-selection, as measured by past cumulative college grade point average, did not differ between students who attended either form of SI or who did not attend. Student perceptions of online SI were generally positive and appeared to offer an alternative path to receive this valuable academic assistance for some students. Overall, results are promising that the highly effective traditional model can be translated to an online environment.

  12. Client satisfaction in a feasibility study comparing face-to-face interviews with telepsychiatry.

    PubMed

    Bishop, J E; O'Reilly, R L; Maddox, K; Hutchinson, L J

    2002-01-01

    We carried out a pilot study comparing satisfaction levels between psychiatric patients seen face to face (FTF) and those seen via videoconference. Patients who consented were randomly assigned to one of two groups. One group received services in person (FTF from the visiting psychiatrist) while the other was seen using videoconferencing at 128 kbit/s. One psychiatrist provided all the FTF and videoconferencing assessment and follow-up visits. A total of 24 subjects were recruited. Three of the subjects (13%) did not attend their appointments and two subjects in each group were lost to follow-up. Thus there were nine in the FTF group and eight in the videoconferencing group. The two groups were similar in most respects. Patient satisfaction with the services was assessed using the Client Satisfaction Questionnaire (CSQ-8), completed four months after the initial consultation. The mean scores were 25.3 in the FTF group and 21.6 in the videoconferencing group. Although there was a trend in favour of the FTF service, the difference was not significant. Patient satisfaction is only one component of evaluation. The efficacy of telepsychiatry must also be measured relative to that of conventional, FTF care before policy makers can decide how extensively telepsychiatry should be implemented. PMID:12217104

  13. Student Success in Face-to-Face and Online Sections of Biology Courses at a Community College in East Tennessee

    NASA Astrophysics Data System (ADS)

    Garman, Deanna Essington

    The purpose of this quantitative study was to determine if there were significant differences in student success in face-to-face and online biology courses as categorized by gender, major, and age; and as measured by lecture grades, lab grades, and final course grades. The data used for analyses included data from 170 face-to-face sections and 127 online sections from a biology course during the fall and spring semesters beginning fall 2008 through spring 2011. Researchers have reported mixed findings in previous studies juxtaposing online and face-to-face course delivery formats, from no significant differences to differences in grades, learning styles, and satisfaction levels. Four research questions guided this study with data analysis involving t-tests for independent groups and chi-square tests. This researcher noted significant differences in the results of this study: grades, success rates by gender, success rates by health and nonhealth majors, and nontraditional age (≥25) success rate were higher for students in the face-to-face courses; and the attrition rate was higher for students in the online course sections. There was no significant difference found in the success rate for traditional age (<25) students in the face-to-face sections compared to those in the online sections.

  14. 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

  15. 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.

  16. 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

  17. Training on Call: The Open Learning Network.

    ERIC Educational Resources Information Center

    Garside, Susan

    1996-01-01

    Queensland (Australia) Open Learning Network delivered training to telephone industry workers using audiographic conferencing. Ways to overcome the lack of face-to-face interaction were devised, and the presenter used oral cues more extensively. (SK)

  18. 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…

  19. 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.…

  20. 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

  1. 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

  2. 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

  3. Comparison of traditional face-to-face teaching with synchronous e-learning in otolaryngology emergencies teaching to medical undergraduates: a randomised controlled trial.

    PubMed

    Alnabelsi, Talal; Al-Hussaini, Ali; Owens, David

    2015-03-01

    Undergraduate otolaryngology teaching in the UK is generally limited primarily due to curriculum time constraints with traditional face-to-face (FtF) teaching being restrained by the limitations of time and location. Advances in network technology have opened up new doors for the delivery of teaching in the form of online learning. This study compares a traditional instructor-led lecture with synchronous e-learning (SeL) using otolaryngological emergencies teaching as an educational intervention. A randomised controlled trial was designed involving two groups of medical students attending an otolaryngology emergencies management lecture: one present FtF and the other viewing the streamed lecture online. The primary outcome measure was improvement between pre-and post-lecture test scores. Secondary outcomes comprised the students' ratings of the lecture on a Likert-type scale. Students in both groups had improved test scores following the lecture (p < 0.001 for both groups) and there was no difference in magnitude of improvement in test scores between the two groups (p = 0.168). There was no difference in student ratings between the two groups for the usefulness of the lecture (p = 0.484), interactivity (p = 0.834) and meeting educational needs (p = 0.968). The FtF group, however, was more satisfied overall (p = 0.034). This study demonstrates that SeL may be as effective as FtF teaching in improving students' knowledge on the management of otolaryngological emergencies, and that it is generally positively perceived by medical undergraduates. This highlights the potential utility of e-learning technology in undergraduate otolaryngology training.

  4. 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.

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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)…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Why Some Students Continue to Value Individual, Face-to- Face Research Consultations in a Technology-Rich World

    ERIC Educational Resources Information Center

    Magi, Trina J.; Mardeusz, Patricia E.

    2013-01-01

    For decades, academic librarians have provided individual research consultations for students. There is little information, however, about why students schedule consultations, the kinds of assistance students feel are provided by librarians during consultations, and what students find valuable about face-to-face consultations, even with the…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation

    ERIC Educational Resources Information Center

    Fishman, Barry; Konstantopoulos, Spyros; Kubitskey, Beth W.; Vath, Richard; Park, Gina; Johnson, Heather; Edelson, Daniel C.

    2013-01-01

    This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. The study explores whether there are differences in teacher knowledge and beliefs, teacher classroom practice, and student learning outcomes related to PD modality.…

  8. 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…

  9. Seeing through the Screen: Is Evaluative Feedback Communicated More Effectively in Face-to-Face or Computer-Mediated Exchanges?

    ERIC Educational Resources Information Center

    Hebert, Brenda G.; Vorauer, Jacquie D.

    2003-01-01

    Describes a study of college students that examined how the use of computer mediated communication affected the transmission of performance and interpersonal appraisal information. Examined whether interpersonal judgments obtained through face-to-face communication resulted in greater positivity, but compromised accuracy, relative to…

  10. 76 FR 55835 - Non-Face-to-Face Sale and Distribution of Tobacco Products and Advertising, Promotion, and...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-09-09

    ... of the PACT Act and its implementing regulations (75 FR 29662, May 27, 2010; 75 FR 35302, June 22... Distribution of Tobacco Products and Advertising, Promotion, and Marketing of Tobacco Products AGENCY: Food and... to the regulation of non-face-to-face sale and distribution of tobacco products and the...

  11. Comparing Online and Face-to-Face Presentation of Course Content in an Introductory Special Education Course

    ERIC Educational Resources Information Center

    Thompson, James R.; Klass, Patricia H.; Fulk, Barbara M.

    2012-01-01

    Instructional content was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Childhood Fever Management Program for Korean Paediatric Nurses: A Comparison between Blended and Face-to-Face Learning Method.

    PubMed

    Jeong, Yong Sun; Kim, Jin Sun

    2014-11-28

    Abstract Background: A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for paediatric nurses. Aim: This study compared the effects of a blended and face-to-face learning program on paediatric nurses' childhood fever management, using Theory of Planned Behavior. Methods/Design: A nonequivalent control group pretest-posttest design was used. A fevermanagement education program using blended learning (combining face-to-face and online learning components) was offered to 30 paediatric nurses, and 29 paediatric nurses received face-to-face training. Results/Findings: Learning outcomes did not significantly differ between the two groups. However, learners' satisfaction was higher for the blended learning program than the face-toface learning program. Conclusion: A blended-learning paediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended-learning paediatric fever management-learning program could be a useful and flexible learning method for paediatric nurses.

  17. A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

    PubMed

    Lu, Fletcher; Lemonde, Manon

    2013-12-01

    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 first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. 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.…

  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. 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…

  5. 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,"…

  6. 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…

  7. 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…

  8. 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

  9. 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

  10. 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

  11. 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.

  12. 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

  13. Faculty Teaching Time: A Comparison of Web-Based and Face-to-Face Graduate Nursing Courses

    PubMed Central

    Andersen, Katherine M; Avery, Melissa D

    2008-01-01

    Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education. PMID:18241197

  14. Faculty teaching time: a comparison of web-based and face-to-face graduate nursing courses.

    PubMed

    Andersen, Katherine M; Avery, Melissa D

    2008-01-01

    Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education.

  15. 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

  16. 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…

  17. Blending Our Practice: Using Online and Face-to-Face Methods to Sustain Community among Faculty in an Extended Length Professional Development Program

    ERIC Educational Resources Information Center

    Paskevicius, Michael; Bortolin, Kathleen

    2016-01-01

    This paper outlines the design and implementation of a nine-month faculty development programme delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions,…

  18. 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…

  19. 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…

  20. 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…

  1. 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.…

  2. 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

    2016-02-09

    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

  3. 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

  4. 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…

  5. 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.

    PubMed

    McKenzie, Karen

    2013-12-01

    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 significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice. PMID:23184436

  6. 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

  7. 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

  8. 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

  9. 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.

  10. Feasibility of an online and a face-to-face version of a self-management program for young adults with a rheumatic disease: experiences of young adults and peer leaders

    PubMed Central

    2014-01-01

    Background Based on the self-efficacy theory, an online and a face-to-face self-management programs ‘Challenge your Arthritis’ for young adults with a rheumatic disease have recently been developed. These two courses are led by young peer leaders. The objective of this study was to test the feasibility of the online and face-to-face self-management program. Methods Feasibility was evaluated on items of perceived usefulness, perceived ease of use, user-acceptance, and adherence to both programs in young adults and peer leaders. Additional analyses of interactions on the e-Health applications, discussion board and chat board, were conducted. Results Twenty-two young adults with a diagnosed rheumatic disease participated in the study: 12 young adults followed the online program and 10 followed the face-to-face program. Both programs appeared to be feasible, especially in dealing with problems in daily life, and the participants indicated the time investment as ‘worthwhile’. In using the online program, no technical problems occurred. Participants found the program easy to use, user friendly, and liked the ‘look and feel’ of the program. Conclusions Both the online and the face-to-face versions of a self-management program. ‘Challenge your arthritis’ were found to be feasible and well appreciated by young adults with a rheumatic disease. Because these programs are likely to be a practical aid to health practices, a randomized controlled study to investigate the effects on patient outcomes is planned. PMID:24666817

  11. 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

  12. Assessment of post-traumatic stress disorder in veterans by videoconferencing and by face-to-face methods.

    PubMed

    Porcari, Carole E; Amdur, Richard L; Koch, Ellen I; Richard, David C S; Favorite, Todd; Martis, Brian; Liberzon, Israel

    2009-01-01

    We compared videoconferencing and face-to-face (FTF) assessments for veterans seeking a mental health evaluation for post-traumatic stress disorder (PTSD). The Clinician-Administered PTSD Scale (CAPS) interview was used in 20 male veterans. There were significant correlations (ranging from 0.74 to 0.92) between the CAPS administered FTF and by videoconferencing on all three subscales, as well as on the total severity score. The confidence intervals for the CAPS scores indicated statistical equivalence between administration FTF and by videoconferencing. The sensitivity of videoconferencing was 0.94 and the specificity was 0.33, compared with FTF assessment. The total and subscale scores suggested that there was a moderate working alliance with both methods. The patients indicated general satisfaction with the videoconferencing method. Most of them indicated that they would prefer to see a clinician FTF, but would utilize videoconferencing if there were distance barriers to services. Overall, the results of the present study support the use of videoconferencing in the assessment of PTSD. PMID:19246609

  13. 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.

  14. 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.

  15. 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.

  16. 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

  17. Face-to-Face Sharing with Strangers and Altruistic Punishment of Acquaintances for Strangers: Young Adolescents Exhibit Greater Altruism than Adults

    PubMed Central

    Hao, Jian; Yang, Yue; Wang, Zhiwen

    2016-01-01

    Young adolescents are generally considered to be self-absorbed. Studies indicate that they lack relevant general cognitive abilities, such as impulse control, that mature in early adulthood. However, their idealism may cause them to be more intolerant of unfair treatment to others and thus result in their engaging in more altruistic behavior. The present study aimed to clarify whether young adolescents are more altruistic than adults and thus indicate whether altruistic competence is domain-specific. One hundred 22 young adolescents and adults participated in a face-to-face, two-round, third-party punishment experiment. In each interaction group, a participant served as an allocator who could share money units with a stranger; another participant who knew the allocator could punish the acquaintance for the stranger. Participants reported their emotions after the first round, and at the end of the experiment, the participants justified their behavior in each round. The results indicated that the young adolescents both shared more and punished more than did the adults. Sharing was associated with a reference to fairness in the justifications, but altruistic punishment was associated with subsequent positive emotion. In sum, greater altruism in young adolescents compared to adults with mature cognitive abilities provides evidence of domain-specificity of altruistic competence. Moreover, sharing and altruistic punishment are related to specific cognitive and emotional mechanisms, respectively. PMID:27752246

  18. Differential distribution and lateralization of infant gestures and their relation to maternal gestures in the Face-to-Face Still-Face paradigm.

    PubMed

    Montirosso, Rosario; Cozzi, Patrizia; Tronick, Ed; Borgatti, Renato

    2012-12-01

    We examined whether there are differences in the lateralization of expressive gestures in infants during normal and stressful interactions with their mothers and the relations between their gestures. Thirty full-term 6-12 month-old infants were videotaped during the Face-to-Face Still-Face paradigm. We coded the occurrence and lateralization of infant self-directed and other-directed gestures and maternal proximal and distal gestures. Infant self-directed gestures increased from the Play to Still-Face episode and decreased from the Still-Face to Reunion episode. Other-directed gestures decreased from the Play to Still-Face and increased from the Still-Face to Reunion episode. During the Still-Face, self-directed gestures were predominantly performed with the left side of the body. Maternal gestures were not lateralized, but there was a prevalence of distal gestures in the Play and Reunion episodes of the paradigm. Left-sided infant other-directed gestures and left-sided maternal gestures were associated with each other. The findings highlight a differential utilization and lateralization of self- and other-directed gestures related to context and the stress experienced by the infant as well as to maternal gestures. These results are suggestive of a brain asymmetry, but an asymmetry related to emotional engagement and stress regulation. PMID:22982284

  19. '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

  20. 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

  1. 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.

  2. 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

  3. 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

  4. 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…

  5. 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…

  6. Infants' expressive behaviors to mothers and unfamiliar partners during face-to-face interactions from 4 to 10 months.

    PubMed

    Lin, Hung-Chu; Green, James A

    2009-06-01

    Changes in the organization of infant looking, facial expressions, and vocalizations were examined over age (4, 7, and 10 months) and with different social partners. Although infants at all ages accompanied smiling with looking at both mothers and unfamiliar partners, 7- and 10-month infants accompanied vocalization with looking only when they were with mothers. Seven- and 10-month-olds vocalized with unfamiliar partners only when they were smiling at the same time. When mothers stopped talking, infants reduced smiling significantly at all ages, yet vocalized more at 10 months. In the second half of the first year, there are fundamental changes in the coordination of infant expressive behaviors that reveal a keen attunement to variations in maternal behavior and the familiarity of social partners.

  7. 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…

  8. A Comparative Study of Factors Related to Student Performance in Online and Traditional Face-to-Face MBA Courses That Are Quantitative and Qualitative in Nature

    ERIC Educational Resources Information Center

    Davis, Carenado V.

    2013-01-01

    Online learning environments have been embraced by many institutions, faculty, and students as a viable adult learning option to the traditional face-to-face learning environment. As this mode of delivery for instruction continues to grow in acceptance, it is important to understand the characteristics of adult learners, the historical progression…

  9. Entropic separations of mixtures of aromatics by selective face-to-face molecular stacking in one-dimensional channels of metal-organic frameworks and zeolites.

    PubMed

    Torres-Knoop, Ariana; Balestra, Salvador R G; Krishna, Rajamani; Calero, Sofía; Dubbeldam, David

    2015-02-23

    Separation of challenging mixtures using metal-organic frameworks can be achieved by an entropy-driven mechanism, where one of the components can arrange into a "face-to-face" stacking, thus reducing its "footprint" and reaching a higher saturation loading.

  10. 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…

  11. 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…

  12. 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…

  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. Which Is More Effective in Educating Teachers to Work with Children with Autism: An Online or Face-to-Face Format of Instruction?

    ERIC Educational Resources Information Center

    Robbins, Lisa A.

    2010-01-01

    The purpose of this study was to evaluate the effectiveness of an online format of instruction versus a face-to-face format of instruction in order to determine which format of instruction is most effective in educating teachers to work with students with autism spectrum disorders. Given the current rise in students with autism being served in…

  15. Team Trust in Online Education: Assessing and Comparing Team-Member Trust in Online Teams versus Face-to-Face Teams

    ERIC Educational Resources Information Center

    Beranek, Peggy M.; French, Monique L.

    2011-01-01

    Trust is a key factor in enabling effective team performance and, in online teams, needs to be built quickly and early. As universities expand their online offerings students are increasingly working in online teams. Understanding how trust development may differ in online teams versus face-to-face can have implications for online education…

  16. 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…

  17. 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…

  18. 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…

  19. Does the use of telemental health alter the treatment experience? Inmates' perceptions of telemental health versus face-to-face treatment modalities.

    PubMed

    Morgan, Robert D; Patrick, Amber R; Magaletta, Philip R

    2008-02-01

    In corrections, where staffing limitations tax an overburdened mental health system, telemental health is an increasingly common mode of mental health service delivery. Although telemental health presents an efficient treatment modality for a spectrum of mental health services, it is imperative to study how this modality influences key elements of the treatment experience. In this study, the authors compared inmates' perceptions of the working alliance, postsession mood, and satisfaction with psychiatric and psychological mental health services delivered through 2 different modalities: telemental health and face-to-face. Participants consisted of 186 inmates who received mental health services (36 via telepsychology, 50 via face-to-face psychology, 50 via telepsychiatry, and 50 via face-to-face psychiatry). Results indicate no significant differences in inmates' perceptions of the work alliance with the mental health professional, postsession mood, or overall satisfaction with services when telemental health and face-to-face modalities were compared within each type of mental health service. Implications of these findings are presented.

  20. 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…

  1. Exercise Motivation of College Students in Online, Face-to-Face, and Blended Basic Studies Physical Activity and Wellness Course Delivery Formats

    ERIC Educational Resources Information Center

    Sidman, Cara Lynn; Fiala, Kelly Ann; D'Abundo, Michelle Lee

    2011-01-01

    Objective: The purpose of this study was to assess exercise motivation among college students self-selected into 4 online (OL) and face-to-face (F2F) basic studies' physical activity and wellness course delivery formats. Participants/Methods: Out of 1,037 enrolled students during the Spring 2009 semester, 602 responded online to demographic…

  2. 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…

  3. 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

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. 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.…

  9. 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.

  10. Face-to-Face versus Computer-Mediated Discussion of Teaching Cases: Impacts on Preservice Teachers' Engagement, Critical Analyses, and Self-Efficacy

    ERIC Educational Resources Information Center

    PytlikZillig, Lisa M.; Horn, Christy A.; Bruning, Roger; Bell, Stephanie; Liu, Xiongyi; Siwatu, Kamau O.; Bodvarsson, Mary C.; Kim, Doyoung; Carlson, Deborah

    2011-01-01

    Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Faculty and Student Perceptions of Academic Cheating and the Influence of Achievement Motivation with Online and Face-to-Face Learning Environments

    ERIC Educational Resources Information Center

    Royer, Sheree Christine

    2013-01-01

    There are many components contributing to academically dishonest behaviors and with improvements in technology, methods for cheating have expanded to web-based classrooms. This study focuses on academically dishonest behaviors in online and face-to-face (F2F) course formats in an attempt to better understand the impact of cheating in these two…

  17. 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…

  18. 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,…

  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. The working alliance in a randomized controlled trial comparing online with face-to-face cognitive-behavioral therapy for depression

    PubMed Central

    2011-01-01

    Background Although numerous efficacy studies in recent years have found internet-based interventions for depression to be effective, there has been scant consideration of therapeutic process factors in the online setting. In face-to face therapy, the quality of the working alliance explains variance in treatment outcome. However, little is yet known about the impact of the working alliance in internet-based interventions, particularly as compared with face-to-face therapy. Methods This study explored the working alliance between client and therapist in the middle and at the end of a cognitive-behavioral intervention for depression. The participants were randomized to an internet-based treatment group (n = 25) or face-to-face group (n = 28). Both groups received the same cognitive behavioral therapy over an 8-week timeframe. Participants completed the Beck Depression Inventory (BDI) post-treatment and the Working Alliance Inventory at mid- and post- treatment. Therapists completed the therapist version of the Working Alliance Inventory at post-treatment. Results With the exception of therapists' ratings of the tasks subscale, which were significantly higher in the online group, the two groups' ratings of the working alliance did not differ significantly. Further, significant correlations were found between clients' ratings of the working alliance and therapy outcome at post-treatment in the online group and at both mid- and post-treatment in the face-to-face group. Correlation analysis revealed that the working alliance ratings did not significantly predict the BDI residual gain score in either group. Conclusions Contrary to what might have been expected, the working alliance in the online group was comparable to that in the face-to-face group. However, the results showed no significant relations between the BDI residual gain score and the working alliance ratings in either group. Trial registration ACTRN12611000563965 PMID:22145768

  1. 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.

  2. 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

  3. 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

  4. 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.…

  5. 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.

  6. 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

  7. 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…

  8. 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

  9. 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.

  10. 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…

  11. 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…

  12. Using an Audience Response System (ARS) in a Face-to-Face and Distance Education CPT/HCPCS Coding Course

    PubMed Central

    Harris, Susie T; Zeng, Xiaoming

    2010-01-01

    We report the use of an audience response system (ARS) in an undergraduate health information management course. The ARS converts a standard PowerPoint presentation into an interactive learning system that engages students in active participation, and it allows instructors to display questions, surveys, opinion polls, and games. We used the ARS in a 2008 course, Health Services Coding, for lecture and test reviews. The class consisted of 15 students; nine were on-campus students and six were distance education students. All of the responding students agreed that the ARS software facilitated learning and made lectures and reviews more interesting and interactive, and they preferred taking a class using an ARS. PMID:20697463

  13. 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

  14. 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.

  15. 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.

  16. 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

  17. 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.

  18. 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

  19. 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.

  20. Scoring written material from the Mini-Mental State Examination: a comparison of face-to-face, fax and video-linked scoring.

    PubMed

    Ball, C; Tyrrell, J; Long, C

    1999-01-01

    We assessed the reliability of scoring written items of the Mini-Mental State Examination (MMSE) using different communication modes: face to face, fax and videoconferencing. A total of 99 MMSEs were recovered from the records of a community mental health team for the elderly. The written parts of the examination (sentence and pentagrams) were scored--in person, using a faxed copy or over the video-link--according to published criteria. Relative to in-person scoring, sentences could be scored reliably when faxed (kappa = 0.80), as could pentagrams (kappa = 0.71). Sentences could be reliably scored over the videoconferencing link (kappa = 0.70), but pentagrams could not (kappa = 0.47). Caution is required before accepting the results of scoring such tests over video-links.

  1. Does the presence of psychological distress in patients influence their choice of sitting position in face-to-face consultation with the GP?

    PubMed

    Luck, Peter

    2006-01-01

    Evidence exists that when a person is required to position him/herself to the right or left of another during a face-to-face encounter, the orientation chosen is influenced by the biases of visual attention. It is also known that such attentive biases may be disturbed in states of anxiety and depression. The aim of the present study was to investigate whether an association could be found between the presence of psychological distress in patients and their choice of lateral orientation relative to the doctor during face-to-face consultations. Patients routinely attending their GP (the author) were obliged to choose to sit either to the right or left for the face-on encounter. They then completed the Hospital Anxiety and Depression Scale questionnaire (HADS), its two subscales (0-21) measuring symptoms of anxiety and depression reported by patients. "Cases" of anxiety and/or depression were identified as those patients who scored > 8 on either or both subscales. Of the 756 patients studied, case status was significantly associated with seating preference (p = .001): 234 (58%) cases sitting on the left versus 107 (30%) non-cases. Handedness was not directly associated with seating preference, but did modify the case status-seating preference association. Thus among right-handers 213 (59%) cases sat on the left versus 85 (27%) non-cases, giving an odds ratio (sitting on the left) for cases versus non-cases of 4.0. For left-handers the odds ratio (sitting left) for cases versus non-cases was 0.54, although the small number of left-handers precluded statistical significance being achieved in this group. These results support the notion that orienting behaviour is influenced by biases of visual attention linked to handedness and that attentive biases may be disturbed in states of anxiety and depression.

  2. 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

  3. 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…

  4. 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.

  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

    Lambourne, Kate; Washburn, Richard A; Gibson, Cheryl; Sullivan, Debra K; Goetz, Jeannine; Lee, Robert; Smith, Bryan K; Mayo, Matthew S; Donnelly, Joseph E

    2012-09-01

    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/m(2)) 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.

  6. 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.

  7. 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.

  8. 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

  9. 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

  10. 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.

  11. 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.

  12. 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

  13. 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.

  14. A comparison of audio computer-assisted self-interviews to face-to-face interviews of sexual behavior among perinatally HIV-exposed youth.

    PubMed

    Dolezal, Curtis; Marhefka, Stephanie L; Santamaria, E Karina; Leu, Cheng-Shiun; Brackis-Cott, Elizabeth; Mellins, Claude Ann

    2012-04-01

    Computer-assisted interview methods are increasingly popular in the assessment of sensitive behaviors (e.g., substance abuse and sexual behaviors). It has been suggested that the effect of social desirability is diminished when answering via computer, as compared to an interviewer-administered face-to-face (FTF) interview, although studies exploring this hypothesis among adolescents are rare and yield inconsistent findings. This study compared two interview modes among a sample of urban, ethnic-minority, perinatally HIV-exposed U.S. youth (baseline = 148 HIV+, 126 HIV-, ages 9-16 years; follow-up = 120 HIV+, 110 HIV-, ages 10-19 years). Participants were randomly assigned to receive a sexual behavior interview via either Audio Computer-Assisted Self-Interview (ACASI) or FTF interview. The prevalence of several sexual behaviors and participants' reactions to the interviews were compared. Although higher rates of sexual behaviors were typically reported in the ACASI condition, the differences rarely reached statistical significance, even when limited to demographic subgroups--except for gender. Boys were significantly more likely to report several sexual behaviors in the ACASI condition compared to FTF, whereas among girls no significant differences were found between the two conditions. ACASI-assigned youth rated the interview process as easier and more enjoyable than did FTF-assigned youth, and this was fairly consistent across subgroup analyses as well. We conclude that these more positive reactions to the ACASI interview give that methodology a slight advantage, and boys may disclose more sexual behavior when using computer-assisted interviews.

  15. 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

  16. 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

  17. Assessing Problem Solving Strategy Differences within Online and Face-to-Face Courses and Their Relationship to Pre-Service Teachers' Competence and Confidence for Integrating Technology into Teaching

    ERIC Educational Resources Information Center

    Peterson, Sharon L.

    2010-01-01

    This quantitative research study identifies the problem solving strategies pre-service teachers use in learning specific technology skills within an educational technology methods class which is offered both online and face to face. It also examines how such strategies differ by the format of this course, and to what extent these strategies and/or…

  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. Sampling and coverage issues of telephone surveys used for collecting health information in Australia: results from a face-to-face survey from 1999 to 2008

    PubMed Central

    2010-01-01

    Background To examine the trend of "mobile only" households, and households that have a mobile phone or landline telephone listed in the telephone directory, and to describe these groups by various socio-demographic and health indicators. Method Representative face-to-face population health surveys of South Australians, aged 15 years and over, were conducted in 1999, 2004, 2006, 2007 and 2008 (n = 14285, response rates = 51.9% to 70.6%). Self-reported information on mobile phone ownership and usage (1999 to 2008) and listings in White Pages telephone directory (2006 to 2008), and landline telephone connection and listings in the White Pages (1999 to 2008), was provided by participants. Additional information was collected on self-reported health conditions and health-related risk behaviours. Results Mobile only households have been steadily increasing from 1.4% in 1999 to 8.7% in 2008. In terms of sampling frame for telephone surveys, 68.7% of South Australian households in 2008 had at least a mobile phone or landline telephone listed in the White Pages (73.8% in 2006; 71.5% in 2007). The proportion of mobile only households was highest among young people, unemployed, people who were separated, divorced or never married, low income households, low SES areas, rural areas, current smokers, current asthma or people in the normal weight range. The proportion with landlines or mobiles telephone numbers listed in the White Pages telephone directory was highest among older people, married or in a defacto relationship or widowed, low SES areas, rural areas, people classified as overweight, or those diagnosed with arthritis or osteoporosis. Conclusion The rate of mobile only households has been increasing in Australia and is following worldwide trends, but has not reached the high levels seen internationally (12% to 52%). In general, the impact of mobile telephones on current sampling frames (exclusion or non-listing of mobile only households or not listed in the White

  1. 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

  2. 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

  3. 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.

  4. 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…

  5. 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.

  6. Interaction intimacy organizes networks of antagonistic interactions in different ways

    PubMed Central

    Pires, Mathias M.; Guimarães, Paulo R.

    2013-01-01

    Interaction intimacy, the degree of biological integration between interacting individuals, shapes the ecology and evolution of species interactions. A major question in ecology is whether interaction intimacy also shapes the way interactions are organized within communities. We combined analyses of network structure and food web models to test the role of interaction intimacy in determining patterns of antagonistic interactions, such as host–parasite, predator–prey and plant–herbivore interactions. Networks describing interactions with low intimacy were more connected, more nested and less modular than high-intimacy networks. Moreover, the performance of the models differed across networks with different levels of intimacy. All models reproduced well low-intimacy networks, whereas the more elaborate models were also capable of reproducing networks depicting interactions with higher levels of intimacy. Our results indicate the key role of interaction intimacy in organizing antagonisms, suggesting that greater interaction intimacy might be associated with greater complexity in the assembly rules shaping ecological networks. PMID:23015523

  7. Interaction intimacy organizes networks of antagonistic interactions in different ways.

    PubMed

    Pires, Mathias M; Guimarães, Paulo R

    2013-01-01

    Interaction intimacy, the degree of biological integration between interacting individuals, shapes the ecology and evolution of species interactions. A major question in ecology is whether interaction intimacy also shapes the way interactions are organized within communities. We combined analyses of network structure and food web models to test the role of interaction intimacy in determining patterns of antagonistic interactions, such as host-parasite, predator-prey and plant-herbivore interactions. Networks describing interactions with low intimacy were more connected, more nested and less modular than high-intimacy networks. Moreover, the performance of the models differed across networks with different levels of intimacy. All models reproduced well low-intimacy networks, whereas the more elaborate models were also capable of reproducing networks depicting interactions with higher levels of intimacy. Our results indicate the key role of interaction intimacy in organizing antagonisms, suggesting that greater interaction intimacy might be associated with greater complexity in the assembly rules shaping ecological networks.

  8. 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…

  9. 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…

  10. 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

  11. 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.

  12. 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

  13. 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

  14. Entropy of Dynamical Social Networks

    PubMed Central

    Zhao, Kun; Karsai, Márton; Bianconi, Ginestra

    2011-01-01

    Human dynamical social networks encode information and are highly adaptive. To characterize the information encoded in the fast dynamics of social interactions, here we introduce the entropy of dynamical social networks. By analysing a large dataset of phone-call interactions we show evidence that the dynamical social network has an entropy that depends on the time of the day in a typical week-day. Moreover we show evidence for adaptability of human social behavior showing data on duration of phone-call interactions that significantly deviates from the statistics of duration of face-to-face interactions. This adaptability of behavior corresponds to a different information content of the dynamics of social human interactions. We quantify this information by the use of the entropy of dynamical networks on realistic models of social interactions. PMID:22194809

  15. Graph distance for complex networks

    NASA Astrophysics Data System (ADS)

    Shimada, Yutaka; Hirata, Yoshito; Ikeguchi, Tohru; Aihara, Kazuyuki

    2016-10-01

    Networks are widely used as a tool for describing diverse real complex systems and have been successfully applied to many fields. The distance between networks is one of the most fundamental concepts for properly classifying real networks, detecting temporal changes in network structures, and effectively predicting their temporal evolution. However, this distance has rarely been discussed in the theory of complex networks. Here, we propose a graph distance between networks based on a Laplacian matrix that reflects the structural and dynamical properties of networked dynamical systems. Our results indicate that the Laplacian-based graph distance effectively quantifies the structural difference between complex networks. We further show that our approach successfully elucidates the temporal properties underlying temporal networks observed in the context of face-to-face human interactions.

  16. Graph distance for complex networks

    PubMed Central

    Shimada, Yutaka; Hirata, Yoshito; Ikeguchi, Tohru; Aihara, Kazuyuki

    2016-01-01

    Networks are widely used as a tool for describing diverse real complex systems and have been successfully applied to many fields. The distance between networks is one of the most fundamental concepts for properly classifying real networks, detecting temporal changes in network structures, and effectively predicting their temporal evolution. However, this distance has rarely been discussed in the theory of complex networks. Here, we propose a graph distance between networks based on a Laplacian matrix that reflects the structural and dynamical properties of networked dynamical systems. Our results indicate that the Laplacian-based graph distance effectively quantifies the structural difference between complex networks. We further show that our approach successfully elucidates the temporal properties underlying temporal networks observed in the context of face-to-face human interactions. PMID:27725690

  17. 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…

  18. 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.

  19. Educational Use of Social Networking Technology in Higher Education

    ERIC Educational Resources Information Center

    Hung, Hsiu-Ting; Yuen, Steve Chi-Yin

    2010-01-01

    This study explored how social networking technology can be used to supplement face-to-face courses as a means of enhancing students' sense of community and, thus, to promote classroom communities of practice in the context of higher education. Data were collected from 67 students who enrolled in four face-to-face courses at two public…

  20. 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.

  1. 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

  2. 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…

  3. 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)

  4. A three-group study, internet-based, face-to-face based and standard- management after acute whiplash associated disorders (WAD) – choosing the most efficient and cost-effective treatment: study protocol of a randomized controlled trial

    PubMed Central

    Söderlund, Anne; Bring, Annika; Åsenlöf, Pernilla

    2009-01-01

    Background The management of Whiplash Associated Disorders is one of the most complicated challenges with high expenses for the health care system and society. There are still no general guidelines or scientific documentation to unequivocally support any single treatment for acute care following whiplash injury. The main purpose of this study is to try a new behavioural medicine intervention strategy at acute phase aimed to reduce the number of patients who have persistent problems after the whiplash injury. The goal is also to identify which of three different interventions that is most cost-effective for patients with Whiplash Associated Disorders. In this study we are controlling for two factors. First, the effect of behavioural medicine approach is compared with standard care. Second, the manner in which the behavioural medicine treatment is administered, Internet or face-to-face, is evaluated in it's effectiveness and cost-effectiveness. Methods/Design The study is a randomized, prospective, experimental three-group study with analyses of cost-effectiveness up to two-years follow-up. Internet – based programme and face-to-face group treatment programme are compared to standard-treatment only. Patient follow-ups take place three, six, twelve and 24 months, that is, short-term as well as long-term effects are evaluated. Patients will be enrolled via the emergency ward during the first week after the accident. Discussion This new self-help management will concentrate to those psychosocial factors that are shown to be predictive in long-term problems in Whiplash Associated Disorders, i.e. the importance of self-efficacy, fear of movement, and the significance of catastrophizing as a coping strategy for restoring and sustaining activities of daily life. Within the framework of this project, we will develop, broaden and evaluate current physical therapy treatment methods for acute Whiplash Associated Disorders. The project will contribute to the creation of a cost

  5. Challenges for Researchers Investigating Contraceptive Use and Pregnancy Intentions of Young Women Living in Urban and Rural Areas of Australia: Face-to-Face Discussions to Increase Participation in a Web-Based Survey

    PubMed Central

    Herbert, Danielle L; Loxton, Deborah; Bateson, Deborah; Weisberg, Edith

    2013-01-01

    Background It is imperative to understand how to engage young women in research about issues that are important to them. There is limited reliable data on how young women access contraception in Australia especially in rural areas where services may be less available. Objective This paper identifies the challenges involved in engaging young Australian women aged 18-23 years to participate in a web-based survey on contraception and pregnancy and ensure their ongoing commitment to follow-up web-based surveys. Methods A group of young women, aged 18-23 years and living in urban and rural New South Wales, Australia, were recruited to participate in face-to-face discussions using several methods of recruitment: direct contact (face-to-face, telephone or email) and snowball sampling by potential participants inviting their friends. All discussions were transcribed verbatim and analyzed using thematic analysis. Results Twenty young women participated (urban, n=10: mean age 21.6 years; rural, n=10: 20.0 years) and all used computers or smart phones to access the internet on a daily basis. All participants were concerned about the cost of internet access and utilized free access to social media on their mobile phones. Their willingness to participate in a web-based survey was dependent on incentives with a preference for small financial rewards. Most participants were concerned about their personal details and survey responses remaining confidential and secure. The most appropriate survey would take up to 15 minutes to complete, be a mix of short and long questions and eye-catching with bright colours. Questions on the sensitive topics of sexual activity, contraception and pregnancy were acceptable if they could respond with “I prefer not to answer”. Conclusions There are demographic, participation and survey design challenges in engaging young women in a web-based survey. Based on our findings, future research efforts are needed to understand the full extent of the

  6. 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

  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. 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

  9. 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

  10. 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

  11. 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

  12. Alignment-free protein interaction network comparison

    PubMed Central

    Ali, Waqar; Rito, Tiago; Reinert, Gesine; Sun, Fengzhu; Deane, Charlotte M.

    2014-01-01

    Motivation: Biological network comparison software largely relies on the concept of alignment where close matches between the nodes of two or more networks are sought. These node matches are based on sequence similarity and/or interaction patterns. However, because of the incomplete and error-prone datasets currently available, such methods have had limited success. Moreover, the results of network alignment are in general not amenable for distance-based evolutionary analysis of sets of networks. In this article, we describe Netdis, a topology-based distance measure between networks, which offers the possibility of network phylogeny reconstruction. Results: We first demonstrate that Netdis is able to correctly separate different random graph model types independent of network size and density. The biological applicability of the method is then shown by its ability to build the correct phylogenetic tree of species based solely on the topology of current protein interaction networks. Our results provide new evidence that the topology of protein interaction networks contains information about evolutionary processes, despite the lack of conservation of individual interactions. As Netdis is applicable to all networks because of its speed and simplicity, we apply it to a large collection of biological and non-biological networks where it clusters diverse networks by type. Availability and implementation: The source code of the program is freely available at http://www.stats.ox.ac.uk/research/proteins/resources. Contact: w.ali@stats.ox.ac.uk Supplementary information: Supplementary data are available at Bioinformatics online. PMID:25161230

  13. Explorers of the Universe: Interactive Electronic Network

    NASA Technical Reports Server (NTRS)

    Alvarez, Marino C.; Burks, Geoffrey; Busby, Michael R.; Cannon, Tiffani; Sotoohi, Goli; Wade, Montanez

    2000-01-01

    This paper details how the Interactive Electronic Network is being utilized by secondary and postsecondary students, and their teachers and professors, to facilitate learning and understanding. The Interactive Electronic Network is couched within the Explorers of the Universe web site in a restricted portion entitled Gateway.

  14. CABIN: Collective Analysis of Biological Interaction Networks

    SciTech Connect

    Singhal, Mudita; Domico, Kelly O.

    2007-06-01

    The importance of understanding biological interaction networks has fueled the development of numerous interaction data generation techniques, databases and prediction tools. However not all prediction tools and databases predict interactions with one hundred percent accuracy. Generation of high confidence interaction networks formulates the first step towards deciphering unknown protein functions, determining protein complexes and inventing drugs. The CABIN: Collective Analysis of Biological Interaction Networks software is an exploratory data analysis tool that enables analysis and integration of interactions evidence obtained from multiple sources, thereby increasing the confidence of computational predictions as well as validating experimental observations. CABIN has been written in JavaTM and is available as a plugin for Cytoscape – an open source network visualization tool.

  15. Interaction network among functional drug groups

    PubMed Central

    2013-01-01

    Background More attention has been being paid to combinatorial effects of drugs to treat complex diseases or to avoid adverse combinations of drug cocktail. Although drug interaction information has been increasingly accumulated, a novel approach like network-based method is needed to analyse that information systematically and intuitively Results Beyond focussing on drug-drug interactions, we examined interactions between functional drug groups. In this work, functional drug groups were defined based on the Anatomical Therapeutic Chemical (ATC) Classification System. We defined criteria whether two functional drug groups are related. Then we constructed the interaction network of drug groups. The resulting network provides intuitive interpretations. We further constructed another network based on interaction sharing ratio of the first network. Subsequent analysis of the networks showed that some features of drugs can be well described by this kind of interaction even for the case of structurally dissimilar drugs. Conclusion Our networks in this work provide intuitive insights into interactions among drug groups rather than those among single drugs. In addition, information on these interactions can be used as a useful source to describe mechanisms and features of drugs. PMID:24555875

  16. 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.

  17. 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…

  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. Embryonic stem cells: protein interaction networks*

    PubMed Central

    Ng, Patricia Miang-Lon; Lufkin, Thomas

    2012-01-01

    Embryonic stem cells have the ability to differentiate into nearly all cell types. However, the molecular mechanism of its pluripotency is still unclear. Oct3/4, Sox2 and Nanog are important factors of pluripotency. Oct3/4 (hereafter referred to as Oct4), in particular, has been an irreplaceable factor in the induction of pluripotency in adult cells. Proteins interacting with Oct4 and Nanog have been identified via affinity purification and mass spectrometry. These data, together with iterative purifications of interacting proteins allowed a protein interaction network to be constructed. The network currently includes 77 transcription factors, all of which are interconnected in one network. In-depth studies of some of these transcription factors show that they all recruit the NuRD complex. Hence, transcription factor clustering and chromosomal remodeling are key mechanism used by embryonic stem cells. Studies using RNA interference suggest that more pluripotency genes are yet to be discovered via protein-protein interactions. More work is required to complete and curate the embryonic stem cell protein interaction network. Analysis of a saturated protein interaction network by system biology tools can greatly aid in the understanding of the embryonic stem cell pluripotency network. PMID:22639699

  20. 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.

  1. 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…

  2. Comparison of Audio Computer Assisted Self-Interview and Face-To-Face Interview Methods in Eliciting HIV-Related Risks among Men Who Have Sex with Men and Men Who Inject Drugs in Nigeria

    PubMed Central

    Adebajo, Sylvia; Obianwu, Otibho; Eluwa, George; Vu, Lung; Oginni, Ayo; Tun, Waimar; Sheehy, Meredith; Ahonsi, Babatunde; Bashorun, Adebobola; Idogho, Omokhudu; Karlyn, Andrew

    2014-01-01

    Introduction Face-to-face (FTF) interviews are the most frequently used means of obtaining information on sexual and drug injecting behaviours from men who have sex with men (MSM) and men who inject drugs (MWID). However, accurate information on these behaviours may be difficult to elicit because of sociocultural hostility towards these populations and the criminalization associated with these behaviours. Audio computer assisted self-interview (ACASI) is an interviewing technique that may mitigate social desirability bias in this context. Methods This study evaluated differences in the reporting of HIV-related risky behaviours by MSM and MWID using ACASI and FTF interviews. Between August and September 2010, 712 MSM and 328 MWID in Nigeria were randomized to either ACASI or FTF interview for completion of a behavioural survey that included questions on sensitive sexual and injecting risk behaviours. Data were analyzed separately for MSM and MWID. Logistic regression was run for each behaviour as a dependent variable to determine differences in reporting methods. Results MSM interviewed via ACASI reported significantly higher risky behaviours with both women (multiple female sexual partners 51% vs. 43%, p = 0.04; had unprotected anal sex with women 72% vs. 57%, p = 0.05) and men (multiple male sex partners 70% vs. 54%, p≤0.001) than through FTF. Additionally, they were more likely to self-identify as homosexual (AOR: 3.3, 95%CI:2.4–4.6) and report drug use in the past 12 months (AOR:40.0, 95%CI: 9.6–166.0). MWID interviewed with ACASI were more likely to report needle sharing (AOR:3.3, 95%CI:1.2–8.9) and re-use (AOR:2.2, 95%CI:1.2–3.9) in the past month and prior HIV testing (AOR:1.6, 95%CI 1.02–2.5). Conclusion The feasibility of using ACASI in studies and clinics targeting key populations in Nigeria must be explored to increase the likelihood of obtaining more accurate data on high risk behaviours to inform improved risk reduction strategies

  3. 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

  4. 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

  5. Pairwise alignment of protein interaction networks.

    PubMed

    Koyutürk, Mehmet; Kim, Yohan; Topkara, Umut; Subramaniam, Shankar; Szpankowski, Wojciech; Grama, Ananth

    2006-03-01

    With an ever-increasing amount of available data on protein-protein interaction (PPI) networks and research revealing that these networks evolve at a modular level, discovery of conserved patterns in these networks becomes an important problem. Although available data on protein-protein interactions is currently limited, recently developed algorithms have been shown to convey novel biological insights through employment of elegant mathematical models. The main challenge in aligning PPI networks is to define a graph theoretical measure of similarity between graph structures that captures underlying biological phenomena accurately. In this respect, modeling of conservation and divergence of interactions, as well as the interpretation of resulting alignments, are important design parameters. In this paper, we develop a framework for comprehensive alignment of PPI networks, which is inspired by duplication/divergence models that focus on understanding the evolution of protein interactions. We propose a mathematical model that extends the concepts of match, mismatch, and gap in sequence alignment to that of match, mismatch, and duplication in network alignment and evaluates similarity between graph structures through a scoring function that accounts for evolutionary events. By relying on evolutionary models, the proposed framework facilitates interpretation of resulting alignments in terms of not only conservation but also divergence of modularity in PPI networks. Furthermore, as in the case of sequence alignment, our model allows flexibility in adjusting parameters to quantify underlying evolutionary relationships. Based on the proposed model, we formulate PPI network alignment as an optimization problem and present fast algorithms to solve this problem. Detailed experimental results from an implementation of the proposed framework show that our algorithm is able to discover conserved interaction patterns very effectively, in terms of both accuracies and computational

  6. Systematic mapping of genetic interaction networks.

    PubMed

    Dixon, Scott J; Costanzo, Michael; Baryshnikova, Anastasia; Andrews, Brenda; Boone, Charles

    2009-01-01

    Genetic interactions influencing a phenotype of interest can be identified systematically using libraries of genetic tools that perturb biological systems in a defined manner. Systematic screens conducted in the yeast Saccharomyces cerevisiae have identified thousands of genetic interactions and provided insight into the global structure of biological networks. Techniques enabling systematic genetic interaction mapping have been extended to other single-celled organisms, the bacteria Escherichia coli and the yeast Schizosaccharomyces pombe, opening the way to comparative investigations of interaction networks. Genetic interaction screens in Caenorhabditis elegans, Drosophila melanogaster, and mammalian models are helping to improve our understanding of metazoan-specific signaling pathways. Together, our emerging knowledge of the genetic wiring diagrams of eukaryotic and prokaryotic cells is providing a new understanding of the relationship between genotype and phenotype.

  7. Random interactions in higher order neural networks

    NASA Technical Reports Server (NTRS)

    Baldi, Pierre; Venkatesh, Santosh S.

    1993-01-01

    Recurrent networks of polynomial threshold elements with random symmetric interactions are studied. Precise asymptotic estimates are derived for the expected number of fixed points as a function of the margin of stability. In particular, it is shown that there is a critical range of margins of stability (depending on the degree of polynomial interaction) such that the expected number of fixed points with margins below the critical range grows exponentially with the number of nodes in the network, while the expected number of fixed points with margins above the critical range decreases exponentially with the number of nodes in the network. The random energy model is also briefly examined and links with higher order neural networks and higher order spin glass models made explicit.

  8. 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.

  9. 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

  10. 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).

  11. 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

  12. Do online social media cut through the constraints that limit the size of offline social networks?

    PubMed

    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.

  13. From networks of protein interactions to networks of functional dependencies

    PubMed Central

    2012-01-01

    Background As protein-protein interactions connect proteins that participate in either the same or different functions, networks of interacting and functionally annotated proteins can be converted into process graphs of inter-dependent function nodes (each node corresponding to interacting proteins with the same functional annotation). However, as proteins have multiple annotations, the process graph is non-redundant, if only proteins participating directly in a given function are included in the related function node. Results Reasoning that topological features (e.g., clusters of highly inter-connected proteins) might help approaching structured and non-redundant understanding of molecular function, an algorithm was developed that prioritizes inclusion of proteins into the function nodes that best overlap protein clusters. Specifically, the algorithm identifies function nodes (and their mutual relations), based on the topological analysis of a protein interaction network, which can be related to various biological domains, such as cellular components (e.g., peroxisome and cellular bud) or biological processes (e.g., cell budding) of the model organism S. cerevisiae. Conclusions The method we have described allows converting a protein interaction network into a non-redundant process graph of inter-dependent function nodes. The examples we have described show that the resulting graph allows researchers to formulate testable hypotheses about dependencies among functions and the underlying mechanisms. PMID:22607727

  14. Predicting the fission yeast protein interaction network.

    PubMed

    Pancaldi, Vera; Saraç, Omer S; Rallis, Charalampos; McLean, Janel R; Převorovský, Martin; Gould, Kathleen; Beyer, Andreas; Bähler, Jürg

    2012-04-01

    A systems-level understanding of biological processes and information flow requires the mapping of cellular component interactions, among which protein-protein interactions are particularly important. Fission yeast (Schizosaccharomyces pombe) is a valuable model organism for which no systematic protein-interaction data are available. We exploited gene and protein properties, global genome regulation datasets, and conservation of interactions between budding and fission yeast to predict fission yeast protein interactions in silico. We have extensively tested our method in three ways: first, by predicting with 70-80% accuracy a selected high-confidence test set; second, by recapitulating interactions between members of the well-characterized SAGA co-activator complex; and third, by verifying predicted interactions of the Cbf11 transcription factor using mass spectrometry of TAP-purified protein complexes. Given the importance of the pathway in cell physiology and human disease, we explore the predicted sub-networks centered on the Tor1/2 kinases. Moreover, we predict the histidine kinases Mak1/2/3 to be vital hubs in the fission yeast stress response network, and we suggest interactors of argonaute 1, the principal component of the siRNA-mediated gene silencing pathway, lost in budding yeast but preserved in S. pombe. Of the new high-quality interactions that were discovered after we started this work, 73% were found in our predictions. Even though any predicted interactome is imperfect, the protein network presented here can provide a valuable basis to explore biological processes and to guide wet-lab experiments in fission yeast and beyond. Our predicted protein interactions are freely available through PInt, an online resource on our website (www.bahlerlab.info/PInt).

  15. Network Compression as a Quality Measure for Protein Interaction Networks

    PubMed Central

    Royer, Loic; Reimann, Matthias; Stewart, A. Francis; Schroeder, Michael

    2012-01-01

    With the advent of large-scale protein interaction studies, there is much debate about data quality. Can different noise levels in the measurements be assessed by analyzing network structure? Because proteomic regulation is inherently co-operative, modular and redundant, it is inherently compressible when represented as a network. Here we propose that network compression can be used to compare false positive and false negative noise levels in protein interaction networks. We validate this hypothesis by first confirming the detrimental effect of false positives and false negatives. Second, we show that gold standard networks are more compressible. Third, we show that compressibility correlates with co-expression, co-localization, and shared function. Fourth, we also observe correlation with better protein tagging methods, physiological expression in contrast to over-expression of tagged proteins, and smart pooling approaches for yeast two-hybrid screens. Overall, this new measure is a proxy for both sensitivity and specificity and gives complementary information to standard measures such as average degree and clustering coefficients. PMID:22719828

  16. Network archaeology: uncovering ancient networks from present-day interactions.

    PubMed

    Navlakha, Saket; Kingsford, Carl

    2011-04-01

    What proteins interacted in a long-extinct ancestor of yeast? How have different members of a protein complex assembled together over time? Our ability to answer such questions has been limited by the unavailability of ancestral protein-protein interaction (PPI) networks. To overcome this limitation, we propose several novel algorithms to reconstruct the growth history of a present-day network. Our likelihood-based method finds a probable previous state of the graph by applying an assumed growth model backwards in time. This approach retains node identities so that the history of individual nodes can be tracked. Using this methodology, we estimate protein ages in the yeast PPI network that are in good agreement with sequence-based estimates of age and with structural features of protein complexes. Further, by comparing the quality of the inferred histories for several different growth models (duplication-mutation with complementarity, forest fire, and preferential attachment), we provide additional evidence that a duplication-based model captures many features of PPI network growth better than models designed to mimic social network growth. From the reconstructed history, we model the arrival time of extant and ancestral interactions and predict that complexes have significantly re-wired over time and that new edges tend to form within existing complexes. We also hypothesize a distribution of per-protein duplication rates, track the change of the network's clustering coefficient, and predict paralogous relationships between extant proteins that are likely to be complementary to the relationships inferred using sequence alone. Finally, we infer plausible parameters for the model, thereby predicting the relative probability of various evolutionary events. The success of these algorithms indicates that parts of the history of the yeast PPI are encoded in its present-day form. PMID:21533211

  17. 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

  18. Interaction Energy Based Protein Structure Networks

    PubMed Central

    Vijayabaskar, M.S.; Vishveshwara, Saraswathi

    2010-01-01

    The three-dimensional structure of a protein is formed and maintained by the noncovalent interactions among the amino-acid residues of the polypeptide chain. These interactions can be represented collectively in the form of a network. So far, such networks have been investigated by considering the connections based on distances between the amino-acid residues. Here we present a method of constructing the structure network based on interaction energies among the amino-acid residues in the protein. We have investigated the properties of such protein energy-based networks (PENs) and have shown correlations to protein structural features such as the clusters of residues involved in stability, formation of secondary and super-secondary structural units. Further we demonstrate that the analysis of PENs in terms of parameters such as hubs and shortest paths can provide a variety of biologically important information, such as the residues crucial for stabilizing the folded units and the paths of communication between distal residues in the protein. Finally, the energy regimes for different levels of stabilization in the protein structure have clearly emerged from the PEN analysis. PMID:21112295

  19. Interactive knowledge networks for interdisciplinary course navigation within Moodle.

    PubMed

    Scherl, Andre; Dethleffsen, Kathrin; Meyer, Michael

    2012-12-01

    Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach. PMID:23209009

  20. 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…

  1. 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.

  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. Structure and Interactions in Neurofilament Networks

    NASA Astrophysics Data System (ADS)

    Jones, Jayna

    2005-03-01

    Neurofilaments (NFs) are a major constituent of nerve cell axons that assemble from three subunit proteins of low (NF-L), medium (NF-M), and high molecular weight (NF-H) to form a 10 nm diameter rod with radiating sidearms. The sidearm interactions result in an oriented network of NFs running parallel to the axon. Here, we reassemble NFs in vitro from varying weight ratios of two of the subunit proteins, NF-L and NF-M, purified from bovine spinal cord. We demonstrate the formation of the NF network 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 interfilament spacing varies depending on NF-M sidearm density and we relate this change to sidearm interactions. We show that at a low density of sidearms, repulsive forces dominate creating a lattice spacing that is regulated by the buffer volume. With an increasing sidearm density, the equilibrium interfilament spacing decreases as a result of competing repulsive and attractive forces. Supported by NIH GM-59288, NSF DMR- 0203755, & CTS-0404444.

  4. Transferring network topological knowledge for predicting protein-protein interactions.

    PubMed

    Xu, Qian; Xiang, Evan Wei; Yang, Qiang

    2011-10-01

    Protein-protein interactions (PPIs) play an important role in cellular processes within a cell. An important task is to determine the existence of interactions among proteins. Unfortunately, the existing biological experimental techniques are expensive, time-consuming and labor-intensive. The network structures of many such networks are sparse, incomplete and noisy. Thus, state-of-the-art methods for link prediction in these networks often cannot give satisfactory prediction results, especially when some networks are extremely sparse. Noticing that we typically have more than one PPI network available, we naturally wonder whether it is possible to 'transfer' the linkage knowledge from some existing, relatively dense networks to a sparse network, to improve the prediction performance. Noticing that a network structure can be modeled using a matrix model, we introduce the well-known collective matrix factorization technique to 'transfer' usable linkage knowledge from relatively dense interaction network to a sparse target network. Our approach is to establish a correspondence between a source network and a target network via network-wide similarities. We test this method on two real PPI networks, Helicobacter pylori (as a target network) and human (as a source network). Our experimental results show that our method can achieve higher performance as compared with some baseline methods. PMID:21770035

  5. 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

  6. Discrete network models of interacting nephrons

    NASA Astrophysics Data System (ADS)

    Moss, Rob; Kazmierczak, Ed; Kirley, Michael; Harris, Peter

    2009-11-01

    The kidney is one of the major organs involved in whole-body homeostasis, and exhibits many of the properties of a complex system. The functional unit of the kidney is the nephron, a complex, segmented tube into which blood plasma is filtered and its composition adjusted. Although the behaviour of individual nephrons can fluctuate widely and even chaotically, the behaviour of the kidney remains stable. In this paper, we investigate how the filtration rate of a multi-nephron system is affected by interactions between nephrons. We introduce a discrete-time multi-nephron network model. The tubular mechanisms that have the greatest effect on filtration rate are the transport of sodium and water, consequently our model attempts to capture these mechanisms. Multi-nephron systems also incorporate two competing coupling mechanisms-vascular and hemodynamic-that enforce in-phase and anti-phase synchronisations respectively. Using a two-nephron model, we demonstrate how changing the strength of the hemodynamic coupling mechanism and changing the arterial blood pressure have equivalent effects on the system. The same two-nephron system is then used to demonstrate the interactions that arise between the two coupling mechanisms. We conclude by arguing that our approach is scalable to large numbers of nephrons, based on the performance characteristics of the model.

  7. Evolution of biomolecular networks: lessons from metabolic and protein interactions.

    PubMed

    Yamada, Takuji; Bork, Peer

    2009-11-01

    Despite only becoming popular at the beginning of this decade, biomolecular networks are now frameworks that facilitate many discoveries in molecular biology. The nodes of these networks are usually proteins (specifically enzymes in metabolic networks), whereas the links (or edges) are their interactions with other molecules. These networks are made up of protein-protein interactions or enzyme-enzyme interactions through shared metabolites in the case of metabolic networks. Evolutionary analysis has revealed that changes in the nodes and links in protein-protein interaction and metabolic networks are subject to different selection pressures owing to distinct topological features. However, many evolutionary constraints can be uncovered only if temporal and spatial aspects are included in the network analysis.

  8. 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

  9. 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.

  10. 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.

  11. Reconstructing direct and indirect interactions in networked public goods game.

    PubMed

    Han, Xiao; Shen, Zhesi; Wang, Wen-Xu; Lai, Ying-Cheng; Grebogi, Celso

    2016-07-22

    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.

  12. 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

  13. 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

  14. Phylogenetic analysis of modularity in protein interaction networks

    PubMed Central

    Erten, Sinan; Li, Xin; Bebek, Gurkan; Li, Jing; Koyutürk, Mehmet

    2009-01-01

    Background In systems biology, comparative analyses of molecular interactions across diverse species indicate that conservation and divergence of networks can be used to understand functional evolution from a systems perspective. A key characteristic of these networks is their modularity, which contributes significantly to their robustness, as well as adaptability. Consequently, analysis of modular network structures from a phylogenetic perspective may be useful in understanding the emergence, conservation, and diversification of functional modularity. Results In this paper, we propose a phylogenetic framework for analyzing network modules, with applications that extend well beyond network-based phylogeny reconstruction. Our approach is based on identification of modular network components from each network separately, followed by projection of these modules onto the networks of other species to compare different networks. Subsequently, we use the conservation of various modules in each network to assess the similarity between different networks. Compared to traditional methods that rely on topological comparisons, our approach has key advantages in (i) avoiding intractable graph comparison problems in comparative network analysis, (ii) accounting for noise and missing data through flexible treatment of network conservation, and (iii) providing insights on the evolution of biological systems through investigation of the evolutionary trajectories of network modules. We test our method, MOPHY, on synthetic data generated by simulation of network evolution, as well as existing protein-protein interaction data for seven diverse species. Comprehensive experimental results show that MOPHY is promising in reconstructing evolutionary histories of extant networks based on conservation of modularity, it is highly robust to noise, and outperforms existing methods that quantify network similarity in terms of conservation of network topology. Conclusion These results establish

  15. 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

  16. Multiple tipping points and optimal repairing in interacting networks

    PubMed Central

    Majdandzic, Antonio; Braunstein, Lidia A.; Curme, Chester; Vodenska, Irena; Levy-Carciente, Sary; Eugene Stanley, H.; 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

  17. A Program in Community Relations: Face-to-Face Confrontations.

    ERIC Educational Resources Information Center

    Hanson, Philip G.; O'Connell, Walter E.

    One of the sources of conflict in our urban centers today is the distrust that exists between the community and the police. In an effort to improve relations between community members and the police, so that both groups might work together more effectively in solving community problems, the Houston Cooperative Crime Prevention Program was…

  18. Technology as Small Group Face-to-Face Collaborative Scaffolding

    ERIC Educational Resources Information Center

    Nussbaum, Miguel; Alvarez, Claudio; McFarlane, Angela; Gomez, Florencia; Claro, Susana; Radovic, Darinka

    2009-01-01

    There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as Rogoff, Lave and Wenger. However, there is also evidence that working collaboratively may not be a…

  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. 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…

  1. 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…

  2. ET Toxic Metals Replacement Review SEA Spring Face to Face

    NASA Technical Reports Server (NTRS)

    Pratz, Earl

    2007-01-01

    The information contained in the presentation covers development work carried out under SDS projects. The intent of the effort is to find chrome(VI) free alternates to our current chromated processing solutions. The information presented reports progress in work aimed to replace our alkaline cleaner (Turco 4215), conversion coat (Iridite 14-2) and chrome (VI) compounds used in LOx tank hydrostatic proof test solution. To date we have found candidates for use in the proof test solution and alkaline cleaner. These candidates are in the final stages of testing. Lab data is reported in the presentation.

  3. Face to Face: U.S.-Soviet Summitry. Discussion Guide.

    ERIC Educational Resources Information Center

    Weinstein, Allen, Ed.

    This document is the discussion guide for a four part video/print series designed to contribute to the understanding of the U.S.-Soviet relationship and the summitry process which has become such a visible part of it. Each of the four 30-minute programs interweaves archival material with informal discussions by distinguished scholars about…

  4. 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…

  5. Blending Technology and Face-to-Face: Advanced Students' Choices

    ERIC Educational Resources Information Center

    Trinder, Ruth

    2016-01-01

    It has been suggested that current research in computer-assisted language learning (CALL) should seek to understand the conditions and circumstances that govern students' use of technology (Steel & Levy, 2013). This paper attempts to identify critical factors accounting for student choices, first, by investigating advanced learners' reported…

  6. 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.

  7. Face-to-Face Interference in Typical and Atypical Development

    ERIC Educational Resources Information Center

    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…

  8. 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…

  9. Socioeconomic networks with long-range interactions

    NASA Astrophysics Data System (ADS)

    Carvalho, Rui; Iori, Giulia

    2008-07-01

    We study a modified version of a model previously proposed by Jackson and Wolinsky to account for communication of information and allocation of goods in socioeconomic networks. In the model, the utility function of each node is given by a weighted sum of contributions from all accessible nodes. The weights, parametrized by the variable δ , decrease with distance. We introduce a growth mechanism where new nodes attach to the existing network preferentially by utility. By increasing δ , the network structure evolves from a power-law to an exponential degree distribution, passing through a regime characterized by shorter average path length, lower degree assortativity, and higher central point dominance. In the second part of the paper we compare different network structures in terms of the average utility received by each node. We show that power-law networks provide higher average utility than Poisson random networks. This provides a possible justification for the ubiquitousness of scale-free networks in the real world.

  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. The architecture of functional interaction networks in the retina.

    PubMed

    Ganmor, Elad; Segev, Ronen; Schneidman, Elad

    2011-02-23

    Sensory information is represented in the brain by the joint activity of large groups of neurons. Recent studies have shown that, although the number of possible activity patterns and underlying interactions is exponentially large, pairwise-based models give a surprisingly accurate description of neural population activity patterns. We explored the architecture of maximum entropy models of the functional interaction networks underlying the response of large populations of retinal ganglion cells, in adult tiger salamander retina, responding to natural and artificial stimuli. We found that we can further simplify these pairwise models by neglecting weak interaction terms or by relying on a small set of interaction strengths. Comparing network interactions under different visual stimuli, we show the existence of local network motifs in the interaction map of the retina. Our results demonstrate that the underlying interaction map of the retina is sparse and dominated by local overlapping interaction modules.

  12. Applied Graph-Mining Algorithms to Study Biomolecular Interaction Networks

    PubMed Central

    2014-01-01

    Protein-protein interaction (PPI) networks carry vital information on the organization of molecular interactions in cellular systems. The identification of functionally relevant modules in PPI networks is one of the most important applications of biological network analysis. Computational analysis is becoming an indispensable tool to understand large-scale biomolecular interaction networks. Several types of computational methods have been developed and employed for the analysis of PPI networks. Of these computational methods, graph comparison and module detection are the two most commonly used strategies. This review summarizes current literature on graph kernel and graph alignment methods for graph comparison strategies, as well as module detection approaches including seed-and-extend, hierarchical clustering, optimization-based, probabilistic, and frequent subgraph methods. Herein, we provide a comprehensive review of the major algorithms employed under each theme, including our recently published frequent subgraph method, for detecting functional modules commonly shared across multiple cancer PPI networks. PMID:24800226

  13. Guaranteeing global synchronization in networks with stochastic interactions

    NASA Astrophysics Data System (ADS)

    Klinglmayr, Johannes; Kirst, Christoph; Bettstetter, Christian; Timme, Marc

    2012-07-01

    We design the interactions between oscillators communicating via variably delayed pulse coupling to guarantee their synchronization on arbitrary network topologies. We identify a class of response functions and prove convergence to network-wide synchrony from arbitrary initial conditions. Synchrony is achieved if the pulse emission is unreliable or intentionally probabilistic. These results support the design of scalable, reliable and energy-efficient communication protocols for fully distributed synchronization as needed, e.g., in mobile phone networks, embedded systems, sensor networks and autonomously interacting swarm robots.

  14. Problem Solving Interactions on Electronic Networks.

    ERIC Educational Resources Information Center

    Waugh, Michael; And Others

    Arguing that electronic networking provides a medium which is qualitatively superior to the traditional classroom for conducting certain types of problem solving exercises, this paper details the Water Problem Solving Project, which was conducted on the InterCultural Learning Network in 1985 and 1986 with students from the United States, Mexico,…

  15. Fuzzy-rule-based Adaptive Resource Control for Information Sharing in P2P Networks

    NASA Astrophysics Data System (ADS)

    Wu, Zhengping; Wu, Hao

    With more and more peer-to-peer (P2P) technologies available for online collaboration and information sharing, people can launch more and more collaborative work in online social networks with friends, colleagues, and even strangers. Without face-to-face interactions, the question of who can be trusted and then share information with becomes a big concern of a user in these online social networks. This paper introduces an adaptive control service using fuzzy logic in preference definition for P2P information sharing control, and designs a novel decision-making mechanism using formal fuzzy rules and reasoning mechanisms adjusting P2P information sharing status following individual users' preferences. Applications of this adaptive control service into different information sharing environments show that this service can provide a convenient and accurate P2P information sharing control for individual users in P2P networks.

  16. The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills

    NASA Astrophysics Data System (ADS)

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

    2005-08-01

    The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive-guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive-guided inquiry embedded within face-to-face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain-specific inquiry skills in microbiology. Participants were 407 10th-grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.

  17. Empirical evaluation of neutral interactions in host-parasite networks.

    PubMed

    Canard, E F; Mouquet, N; Mouillot, D; Stanko, M; Miklisova, D; Gravel, D

    2014-04-01

    While niche-based processes have been invoked extensively to explain the structure of interaction networks, recent studies propose that neutrality could also be of great importance. Under the neutral hypothesis, network structure would simply emerge from random encounters between individuals and thus would be directly linked to species abundance. We investigated the impact of species abundance distributions on qualitative and quantitative metrics of 113 host-parasite networks. We analyzed the concordance between neutral expectations and empirical observations at interaction, species, and network levels. We found that species abundance accurately predicts network metrics at all levels. Despite host-parasite systems being constrained by physiology and immunology, our results suggest that neutrality could also explain, at least partially, their structure. We hypothesize that trait matching would determine potential interactions between species, while abundance would determine their realization. PMID:24642492

  18. Interaction Networks: Generating High Level Hints Based on Network Community Clustering

    ERIC Educational Resources Information Center

    Eagle, Michael; Johnson, Matthew; Barnes, Tiffany

    2012-01-01

    We introduce a novel data structure, the Interaction Network, for representing interaction-data from open problem solving environment tutors. We show how using network community detecting techniques are used to identify sub-goals in problems in a logic tutor. We then use those community structures to generate high level hints between sub-goals.…

  19. Mathematically Designing a Local Interaction Algorithm for Decentralized Network Systems

    NASA Astrophysics Data System (ADS)

    Kubo, Takeshi; Hasegawa, Teruyuki; Hasegawa, Toru

    In the near future, decentralized network systems consisting of a huge number of sensor nodes are expected to play an important role. In such a network, each node should control itself by means of a local interaction algorithm. Although such local interaction algorithms improve system reliability, how to design a local interaction algorithm has become an issue. In this paper, we describe a local interaction algorithm in a partial differential equation (or PDE) and propose a new design method whereby a PDE is derived from the solution we desire. The solution is considered as a pattern of nodes' control values over the network each of which is used to control the node's behavior. As a result, nodes collectively provide network functions such as clustering, collision and congestion avoidance. In this paper, we focus on a periodic pattern comprising sinusoidal waves and derive the PDE whose solution exhibits such a pattern by exploiting the Fourier method.

  20. Ontology integration to identify protein complex in protein interaction networks

    PubMed Central

    2011-01-01

    Background Protein complexes can be identified from the protein interaction networks derived from experimental data sets. However, these analyses are challenging because of the presence of unreliable interactions and the complex connectivity of the network. The integration of protein-protein interactions with the data from other sources can be leveraged for improving the effectiveness of protein complexes detection algorithms. Methods We have developed novel semantic similarity method, which use Gene Ontology (GO) annotations to measure the reliability of protein-protein interactions. The protein interaction networks can be converted into a weighted graph representation by assigning the reliability values to each interaction as a weight. Following the approach of that of the previously proposed clustering algorithm IPCA which expands clusters starting from seeded vertices, we present a clustering algorithm OIIP based on the new weighted Protein-Protein interaction networks for identifying protein complexes. Results The algorithm OIIP is applied to the protein interaction network of Sacchromyces cerevisiae and identifies many well known complexes. Experimental results show that the algorithm OIIP has higher F-measure and accuracy compared to other competing approaches. PMID:22165991

  1. Linking Classrooms of the Future through Interactive Telecommunications Network.

    ERIC Educational Resources Information Center

    Cisco, Ponney G.

    This document describes an interactive television (ITV) distance education network designed to service rural schools. Phase one of the network involved the installation of over 14 miles of fiber optic cable linking two high schools, a career center, and the University of Rio Grande; phase two will bring seven high schools in economically depressed…

  2. Development of Attention Networks and Their Interactions in Childhood

    ERIC Educational Resources Information Center

    Pozuelos, Joan P.; Paz-Alonso, Pedro M.; Castillo, Alejandro; Fuentes, Luis J.; Rueda, M. Rosario

    2014-01-01

    In the present study, we investigated developmental trajectories of alerting, orienting, and executive attention networks and their interactions over childhood. Two cross-sectional experiments were conducted with different samples of 6-to 12-year-old children using modified versions of the attention network task (ANT). In Experiment 1 (N = 106),…

  3. Percolation on networks with antagonistic and dependent interactions

    NASA Astrophysics Data System (ADS)

    Kotnis, Bhushan; Kuri, Joy

    2015-03-01

    Drawing inspiration from real world interacting systems, we study a system consisting of two networks that exhibit antagonistic and dependent interactions. By antagonistic and dependent interactions we mean that a proportion of functional nodes in a network cause failure of nodes in the other, while failure of nodes in the other results in failure of links in the first. In contrast to interdependent networks, which can exhibit first-order phase transitions, we find that the phase transitions in such networks are continuous. Our analysis shows that, compared to an isolated network, the system is more robust against random attacks. Surprisingly, we observe a region in the parameter space where the giant connected components of both networks start oscillating. Furthermore, we find that for Erdős-Rényi and scale-free networks the system oscillates only when the dependence and antagonism between the two networks are very high. We believe that this study can further our understanding of real world interacting systems.

  4. Instructional Technology: The Information Superhighway, the Internet, Interactive Video Networks.

    ERIC Educational Resources Information Center

    Odell, Kerry S.; And Others

    1994-01-01

    Includes "It Boggles the Mind" (Odell); "Merging Your Classroom onto the Information Superhighway" (Murphy); "The World's Largest Computer Network" (Fleck); "The Information Highway in Iowa" (Miller); "Interactive Video Networks in Secondary Schools" (Swan et al.); and "Upgrade to Humancentric Technology" (Berry). (JOW)

  5. Interacting Social Processes on Interconnected Networks

    PubMed Central

    Alvarez-Zuzek, Lucila G.; La Rocca, Cristian E.; Vazquez, Federico; Braunstein, Lidia A.

    2016-01-01

    We propose and study a model for the interplay between two different dynamical processes –one for opinion formation and the other for decision making– on two interconnected networks A and B. The opinion dynamics on network A corresponds to that of the M-model, where the state of each agent can take one of four possible values (S = −2,−1, 1, 2), describing its level of agreement on a given issue. The likelihood to become an extremist (S = ±2) or a moderate (S = ±1) is controlled by a reinforcement parameter r ≥ 0. The decision making dynamics on network B is akin to that of the Abrams-Strogatz model, where agents can be either in favor (S = +1) or against (S = −1) the issue. The probability that an agent changes its state is proportional to the fraction of neighbors that hold the opposite state raised to a power β. Starting from a polarized case scenario in which all agents of network A hold positive orientations while all agents of network B have a negative orientation, we explore the conditions under which one of the dynamics prevails over the other, imposing its initial orientation. We find that, for a given value of β, the two-network system reaches a consensus in the positive state (initial state of network A) when the reinforcement overcomes a crossover value r*(β), while a negative consensus happens for r < r*(β). In the r − β phase space, the system displays a transition at a critical threshold βc, from a coexistence of both orientations for β < βc to a dominance of one orientation for β > βc. We develop an analytical mean-field approach that gives an insight into these regimes and shows that both dynamics are equivalent along the crossover line (r*, β*). PMID:27689698

  6. Development of Novel Random Network Theory-Based Approaches to Identify Network Interactions among Nitrifying Bacteria

    SciTech Connect

    Shi, Cindy

    2015-07-17

    The interactions among different microbial populations in a community could play more important roles in determining ecosystem functioning than species numbers and their abundances, but very little is known about such network interactions at a community level. The goal of this project is to develop novel framework approaches and associated software tools to characterize the network interactions in microbial communities based on high throughput, large scale high-throughput metagenomics data and apply these approaches to understand the impacts of environmental changes (e.g., climate change, contamination) on network interactions among different nitrifying populations and associated microbial communities.

  7. Specialization for resistance in wild host-pathogen interaction networks

    PubMed Central

    Barrett, Luke G.; Encinas-Viso, Francisco; Burdon, Jeremy J.; Thrall, Peter H.

    2015-01-01

    Properties encompassed by host-pathogen interaction networks have potential to give valuable insight into the evolution of specialization and coevolutionary dynamics in host-pathogen interactions. However, network approaches have been rarely utilized in previous studies of host and pathogen phenotypic variation. Here we applied quantitative analyses to eight networks derived from spatially and temporally segregated host (Linum marginale) and pathogen (Melampsora lini) populations. First, we found that resistance strategies are highly variable within and among networks, corresponding to a spectrum of specialist and generalist resistance types being maintained within all networks. At the individual level, specialization was strongly linked to partial resistance, such that partial resistance was effective against a greater number of pathogens compared to full resistance. Second, we found that all networks were significantly nested. There was little support for the hypothesis that temporal evolutionary dynamics may lead to the development of nestedness in host-pathogen infection networks. Rather, the common patterns observed in terms of nestedness suggests a universal driver (or multiple drivers) that may be independent of spatial and temporal structure. Third, we found that resistance networks were significantly modular in two spatial networks, clearly reflecting spatial and ecological structure within one of the networks. We conclude that (1) overall patterns of specialization in the networks we studied mirror evolutionary trade-offs with the strength of resistance; (2) that specific network architecture can emerge under different evolutionary scenarios; and (3) network approaches offer great utility as a tool for probing the evolutionary and ecological genetics of host-pathogen interactions. PMID:26442074

  8. Synchronous Computer-Mediated Communication and Interaction

    ERIC Educational Resources Information Center

    Ziegler, Nicole

    2016-01-01

    The current study reports on a meta-analysis of the relative effectiveness of interaction in synchronous computer-mediated communication (SCMC) and face-to-face (FTF) contexts. The primary studies included in the analysis were journal articles and dissertations completed between 1990 and 2012 (k = 14). Results demonstrate that interaction in SCMC…

  9. Design and synthesis of organic semiconductors with strong noncovalent interactions

    NASA Astrophysics Data System (ADS)

    Tucker, Neil Maxwell

    2008-10-01

    The development of organic molecules as active components of electronic and optoelectronic devices has seen unprecedented progress in the past decade. This attention is primarily due to the potential impact on large-area and low-cost fabrication of devices, integrated circuits, flexible displays, and in particular, organic field-effect transistors (OFETs). Organic semiconductors that pack face-to-face in the solid state are of particular interest since they are known to self-assemble into 1-D nanostructures due to strong pi-pi interactions. Engineering linear/planar molecules to pack face-to-face is challenging because the interacting forces between organic molecules are relatively weak. Three approaches were used to induce face-to-face packing in organic semiconductors: (1) several derivatives of hexaazatrinaphthylene, (HATNA), were designed which vary in their degree of hydrogen bonding, rigidity, and electron deficiency. Hydrogen bonded moieties induced strong interaction between cores that formed robust nanowires when subjected to nonpolar solvents. While no device data was measured for these materials, substituents location was found to have a profound effect on the electronic properties; (2) Inspired by S···S interactions found in tetrathiafulvalene (TTF) and electrostatic interactions found in 1,2,5-thiadiazole derivatives, a hybrid of these two molecules was developed (BT-TTF-1). Short intermolecular S···S, S···N, and S···C contacts define the solid state structure of BT-TTF-1 single crystals which pi-stack along the [100]. Theoretical insight into the nature of the interactions revealed that the close contacts are electrostatic in origin rather than the result of London dispersion forces. Thermal evaporation yields a network of poorly connected crystals which significantly limits the mobility. Solvent-cast single-crystal nanowire transistors showed mobilities as large as 0.36 cm2/Vs with excellent device characteristics underscoring the

  10. Properties of interaction networks underlying the minority game

    NASA Astrophysics Data System (ADS)

    Caridi, Inés

    2014-11-01

    The minority game is a well-known agent-based model with no explicit interaction among its agents. However, it is known that they interact through the global magnitudes of the model and through their strategies. In this work we have attempted to formalize the implicit interactions among minority game agents as if they were links on a complex network. We have defined the link between two agents by quantifying the similarity between them. This link definition is based on the information of the instance of the game (the set of strategies assigned to each agent at the beginning) without any dynamic information on the game and brings about a static, unweighed and undirected network. We have analyzed the structure of the resulting network for different parameters, such as the number of agents (N ) and the agent's capacity to process information (m ), always taking into account games with two strategies per agent. In the region of crowd effects of the model, the resulting networks structure is a small-world network, whereas in the region where the behavior of the minority game is the same as in a game of random decisions, networks become a random network of Erdos-Renyi. The transition between these two types of networks is slow, without any peculiar feature of the network in the region of the coordination among agents. Finally, we have studied the resulting static networks for the full strategy minority game model, a maximal instance of the minority game in which all possible agents take part in the game. We have explicitly calculated the degree distribution of the full strategy minority game network and, on the basis of this analytical result, we have estimated the degree distribution of the minority game network, which is in accordance with computational results.

  11. Properties of interaction networks underlying the minority game.

    PubMed

    Caridi, Inés

    2014-11-01

    The minority game is a well-known agent-based model with no explicit interaction among its agents. However, it is known that they interact through the global magnitudes of the model and through their strategies. In this work we have attempted to formalize the implicit interactions among minority game agents as if they were links on a complex network. We have defined the link between two agents by quantifying the similarity between them. This link definition is based on the information of the instance of the game (the set of strategies assigned to each agent at the beginning) without any dynamic information on the game and brings about a static, unweighed and undirected network. We have analyzed the structure of the resulting network for different parameters, such as the number of agents (N) and the agent's capacity to process information (m), always taking into account games with two strategies per agent. In the region of crowd effects of the model, the resulting networks structure is a small-world network, whereas in the region where the behavior of the minority game is the same as in a game of random decisions, networks become a random network of Erdos-Renyi. The transition between these two types of networks is slow, without any peculiar feature of the network in the region of the coordination among agents. Finally, we have studied the resulting static networks for the full strategy minority game model, a maximal instance of the minority game in which all possible agents take part in the game. We have explicitly calculated the degree distribution of the full strategy minority game network and, on the basis of this analytical result, we have estimated the degree distribution of the minority game network, which is in accordance with computational results.

  12. NetworkAnalyst--integrative approaches for protein-protein interaction network analysis and visual exploration.

    PubMed

    Xia, Jianguo; Benner, Maia J; Hancock, Robert E W

    2014-07-01

    Biological network analysis is a powerful approach to gain systems-level understanding of patterns of gene expression in different cell types, disease states and other biological/experimental conditions. Three consecutive steps are required--identification of genes or proteins of interest, network construction and network analysis and visualization. To date, researchers have to learn to use a combination of several tools to accomplish this task. In addition, interactive visualization of large networks has been primarily restricted to locally installed programs. To address these challenges, we have developed NetworkAnalyst, taking advantage of state-of-the-art web technologies, to enable high performance network analysis with rich user experience. NetworkAnalyst integrates all three steps and presents the results via a powerful online network visualization framework. Users can upload gene or protein lists, single or multiple gene expression datasets to perform comprehensive gene annotation and differential expression analysis. Significant genes are mapped to our manually curated protein-protein interaction database to construct relevant networks. The results are presented through standard web browsers for network analysis and interactive exploration. NetworkAnalyst supports common functions for network topology and module analyses. Users can easily search, zoom and highlight nodes or modules, as well as perform functional enrichment analysis on these selections. The networks can be customized with different layouts, colors or node sizes, and exported as PNG, PDF or GraphML files. Comprehensive FAQs, tutorials and context-based tips and instructions are provided. NetworkAnalyst currently supports protein-protein interaction network analysis for human and mouse and is freely available at http://www.networkanalyst.ca. PMID:24861621

  13. Optimization of an interactive distributive computer network

    NASA Technical Reports Server (NTRS)

    Frederick, V.

    1985-01-01

    The activities under a cooperative agreement for the development of a computer network are briefly summarized. Research activities covered are: computer operating systems optimization and integration; software development and implementation of the IRIS (Infrared Imaging of Shuttle) Experiment; and software design, development, and implementation of the APS (Aerosol Particle System) Experiment.

  14. Modeling the dynamical interaction between epidemics on overlay networks

    NASA Astrophysics Data System (ADS)

    Marceau, Vincent; Noël, Pierre-André; Hébert-Dufresne, Laurent; Allard, Antoine; Dubé, Louis J.

    2011-08-01

    Epidemics seldom occur as isolated phenomena. Typically, two or more viral agents spread within the same host population and may interact dynamically with each other. We present a general model where two viral agents interact via an immunity mechanism as they propagate simultaneously on two networks connecting the same set of nodes. By exploiting a correspondence between the propagation dynamics and a dynamical process performing progressive network generation, we develop an analytical approach that accurately captures the dynamical interaction between epidemics on overlay networks. The formalism allows for overlay networks with arbitrary joint degree distribution and overlap. To illustrate the versatility of our approach, we consider a hypothetical delayed intervention scenario in which an immunizing agent is disseminated in a host population to hinder the propagation of an undesirable agent (e.g., the spread of preventive information in the context of an emerging infectious disease).

  15. Use of an Interactive Telecommunications Network to Deliver Inservice Education.

    ERIC Educational Resources Information Center

    Slaton, Deborah Bott; Lacefield, Warren E.

    1991-01-01

    A total of 155 educators in rural Kentucky participated in 4 inservice education sessions on learning disabilities and adaptive teaching, delivered via an interactive telecommunications network. Participants' reactions indicated that interactive television was an acceptable format for delivery of inservice education. (Author/JDD)

  16. Bilingual Lexical Interactions in an Unsupervised Neural Network Model

    ERIC Educational Resources Information Center

    Zhao, Xiaowei; Li, Ping

    2010-01-01

    In this paper we present an unsupervised neural network model of bilingual lexical development and interaction. We focus on how the representational structures of the bilingual lexicons can emerge, develop, and interact with each other as a function of the learning history. The results show that: (1) distinct representations for the two lexicons…

  17. Construction of English-Chinese bilingual interaction environment in virtual space teleconferencing system

    NASA Astrophysics Data System (ADS)

    Ma, Hongmei; Qi, Yue; Wang, Ting; Chen, Huowang

    2003-04-01

    Virtual Space Teleconferencing System (VST), which based on video teleconferencing system, is a combination of Virtual Reality and several other techniques, such as Network Communication and Natural Language Processing. Participants appear in computer-generated virtual spaces as avatars in VST, and these avatars can locate, view, manipulate virtual objects, communicate with others face to face, so participants could share 'the same space' and do cooperative work. When participants use different kinds of natural language to communicate, language barrier would arise in interaction. So, besides the basic natural language processing, VST should provide translation service based on Machine Translation. First, this paper introduces the features of VST. Second, it describes the techniques of English-Chinese Bi-directional Machine Translation. Third, it analyzes the special requirements of English-Chinese bilingual interaction environment in VST. Finally it discusses the key issues of English-Chinese bilingual interaction environment and proposes a method of construction.

  18. Major component analysis of dynamic networks of physiologic organ interactions

    NASA Astrophysics Data System (ADS)

    Liu, Kang K. L.; Bartsch, Ronny P.; Ma, Qianli D. Y.; Ivanov, Plamen Ch

    2015-09-01

    The human organism is a complex network of interconnected organ systems, where the behavior of one system affects the dynamics of other systems. Identifying and quantifying dynamical networks of diverse physiologic systems under varied conditions is a challenge due to the complexity in the output dynamics of the individual systems and the transient and nonlinear characteristics of their coupling. We introduce a novel computational method based on the concept of time delay stability and major component analysis to investigate how organ systems interact as a network to coordinate their functions. We analyze a large database of continuously recorded multi-channel physiologic signals from healthy young subjects during night-time sleep. We identify a network of dynamic interactions between key physiologic systems in the human organism. Further, we find that each physiologic state is characterized by a distinct network structure with different relative contribution from individual organ systems to the global network dynamics. Specifically, we observe a gradual decrease in the strength of coupling of heart and respiration to the rest of the network with transition from wake to deep sleep, and in contrast, an increased relative contribution to network dynamics from chin and leg muscle tone and eye movement, demonstrating a robust association between network topology and physiologic function.

  19. Network of immune-neuroendocrine interactions.

    PubMed Central

    Besedovsky, H; Sorkin, E

    1977-01-01

    In order to bring the self-regulated immune system into conformity with other body systems its functioning within the context of an immune-neuroendocrine network is proposed. This hypothesis is based on the existence of afferent--efferent pathways between immune and neuroendocrine structures. Major endocrine responses occur as a consequence of antigenic stimulation and changes in the electrical activity of the hypothalamus also take place; both of these alterations are temporally related to the immune response itself. This endocrine response has meaningful implications for immunoregulation and for immunospecificity. During ontogeny, there is also evidence for the operations of a complex network between the endocrine and immune system, a bidirectional interrelationship that may well affect each developmental stage of both functions. As sequels the functioning of the immune system and the outcome of this interrelation could be decisive in lymphoid cell homeostasis, self-tolerance, and could also have significant implications for pathology. PMID:849642

  20. How do oncoprotein mutations rewire protein-protein interaction networks?

    PubMed

    Bowler, Emily H; Wang, Zhenghe; Ewing, Rob M

    2015-01-01

    The acquisition of mutations that activate oncogenes or inactivate tumor suppressors is a primary feature of most cancers. Mutations that directly alter protein sequence and structure drive the development of tumors through aberrant expression and modification of proteins, in many cases directly impacting components of signal transduction pathways and cellular architecture. Cancer-associated mutations may have direct or indirect effects on proteins and their interactions and while the effects of mutations on signaling pathways have been widely studied, how mutations alter underlying protein-protein interaction networks is much less well understood. Systematic mapping of oncoprotein protein interactions using proteomics techniques as well as computational network analyses is revealing how oncoprotein mutations perturb protein-protein interaction networks and drive the cancer phenotype. PMID:26325016