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Learner satisfaction is an important element in online learning because it impacts achievement motivation, success, and retention. It was the purpose of this study to develop an instrument that measures the satisfaction of learners in online learning environments. Data were collected from 335 students at higher education institutions. The Online Learner Satisfaction Instrument (OLSI) includes 46 Likert-type scale items and four subscales: (a) learner, (b) instructor, (c) course, (d) program and organization. It also has one item measuring overall learner satisfaction. Three models were evaluated and a modified bi-factor model was selected as a final model because it aligned with the factor structure of the OLSI. All items on the OLSI revealed means greater than 3.0 (on a scale ranging from 1-very dissatisfied to 4-very satisfied). General course satisfaction and the comfort level with online courses were a significant predictor of the latent constructs of the OLSI. [ABSTRACT FROM AUTHOR]

AbstractIn this systematic review on the educational digital divide, we examined 77 studies for publication trends, context, research methods, digital divide factors, dimensions and interventions using a multidimensional approach. This review identified factors such as socioeconomic status, gender, geography, age, ethnicity, parent knowledge/educational level, school type and second language influencing digital divide and found gender, geography, and socio-economic status were the most studied. Among multidimensional digital divide dimensions, utilization and access dimensions were most studied compared to cognitive and affective dimensions. Among 17 digital divide sub-dimensions examined, student use, internet access, and hardware access were the most studied. Interventions recommended in research for digital inclusion include providing technology resources; training, instruction and support for teachers, students and parents; and organizational practices. [ABSTRACT FROM AUTHOR]

Research on online teaching and learning has increased however there is still a need for research to focus on inclusion, diversity, equity and access in online teaching and learning. This qualitative case study aims to identify inclusion, diversity, equity and access strategies for design, facilitation, assessment and of online courses. In addition, it also examines the institutional support and policies that currently exist or are needed for online instruction. Twenty one instructors who taught online at a southeastern university were interviewed. Through two rounds of coding and categorizing, the research team identified several themes. For design and facilitation, the emerging IDEA themes included freedom and autonomy, diversity as a course topic, diverse perspectives, flexibility, and building relationships. For assessment and evaluation, the themes that emerged included assessment design, learner participation, soliciting student feedback, evaluation criteria, and instructor commitment. For institutional support and policies, themes that emerged included need for integrated support, and the need for policies and evaluation criteria. The findings from this study have implications for online instructors, instructional designers, administrators, students, and researchers to integrate inclusion, diversity, equity and access effectively in online courses. [ABSTRACT FROM AUTHOR]

In this article we propose a taxonomy describing various types of literature review or theoretical/conceptual articles. We distinguish each article type based on how well they address the summary and advocacy arguments inherent in all secondary scholarship. Understanding this taxonomy of review/theory scholarship is critical because our field encompasses theory, research, and design, and thus needs to be expansive in our understanding of scholarship, including secondary research. Some scholars conduct comprehensive/systematic reviews that answer the summary question of what we know. Meanwhile, other scholars develop conceptual frameworks that guide our future design and research by answering the advocacy question of what we should do. Many do not understand the differences between these different types of review scholarship, their roles, and the process and quality criteria for writing them. This limits our ability to teach students, review the variety of review and theory scholarship submitted to our journals, and propel our field forward. The taxonomy, scholarship process, and quality criteria presented in this article proposes a way forward in understanding the role of secondary scholarship in developing knowledge in our field. [ABSTRACT FROM AUTHOR]

Digital Safety refers to the knowledge and skills needed for the intentional protection of users in the digital environment. With children having access to digital devices at a young age, it has become essential for them to be educated on how to be safe in the digital world. Through a week-long summer camp on digital safety, elementary-age learners were introduced to four topics (digital identity and digital footprint, cyberbullying, netiquette, and digital security and privacy). This study found that the digital safety immersion camp was beneficial to elementary school learners based on the achievement, attitude, and behavior data that were collected. Posttest scores were statistically significant from the pre-test. Cyberbullying topic had the highest pre- and post-knowledge, whereas netiquette and online behavior, and digital security and privacy had comparatively lesser scores. Students demonstrated positive attitudes in the post-camp survey and they also included several lessons learned from the camp in the Pixton comic strip, which they created as the final project from the camp. The findings from this study contribute to the current literature on preparing elementary school students' knowledge and skills related to digital safety and have implications for students, teachers, administrators, and parents. [ABSTRACT FROM AUTHOR]

The long, rich history of Francophone cinematic culture has been largely absent from the pages of French Historical Studies. The current issue offers a corrective by initiating dialogue between historians and film studies specialists, and this introduction lays a groundwork by briefly sketching intellectual and cultural contexts for the articles that follow. Brett Bowles, Christian Delage, and Thibault Guichard examine films that recover voices silenced by abuses of state power or antistate terror, adding to existing work on how visual media preserves evidence of violence and so broadening our understanding of how history is constituted. Vanessa Brutsche engages a rich literature on how cinematic fictions represent the past with an article that explains how two popular films of the 1970s married historical "truths" with contemporary cultural referents to reappraise the French past and challenge illusions of progress. Kamel Ben Ouanès and Patricia Caillé's overview of Tunisian cinema explores its complex relationship to state, civil society, and an international "Third Cinema" while reminding us how much Francophone cinema has become transnational in contexts of production and subject matter alike. [ABSTRACT FROM AUTHOR]

Elementary school children are spending more time using digital technologies. Teachers and schools are concerned about the student's digital safety. We interviewed ten elementary school teachers virtually to understand their concerns and understand the actions they take regarding elementary school children's digital safety. Using thematic analysis, we identified themes of concerns and actions of teachers and schools on elementary school children's digital safety. Some digital safety concerns discussed by the teachers included content-related concerns such as accessing inappropriate content, contact-related concerns, inappropriate contact with others online, sharing personal information, lack of understanding of danger, conduct-related concerns regarding cyberbullying and digital footprint, contract-related concerns such as digital security and privacy, and home-related concerns. Teachers and schools have taken several actions to address these concerns. Some of the digital safety actions included security measures and limits, monitoring student activities, providing education on digital safety, and support from guidance counselors. This study has implications for elementary school educators, administrators, parents, and students on the safe use of digital technologies. [ABSTRACT FROM AUTHOR]

Based on a current Research to Practice Partnership (RPP) between a southeastern public university and a state virtual public school in the United States, ten high school teachers from a virtual school who teach Computer Science (CS) online participated in a summer workshop to collaborate through a participatory action research project regarding design, facilitation, and evaluation strategies to be included in effective professional development. The questions were posed through an online collaborative Jamboard during the summer workshop. The teacher posts were qualitatively analyzed to identify common themes. Recommendations for professional development on design included CS content, how to teach CS, and CS tools and activities. For facilitation, they recommended resources for supplemental instruction and feedback tools for providing feedback in various modalities and a tool repository. For assessment, they recommended content knowledge assessments, including lab assignments, single and pair programming, and coding assessments. Overall recommendations for a professional development course to teach CS online were also offered. [ABSTRACT FROM AUTHOR]

This study examines 105 pre-service and in-service teachers' perceptions of the importance and helpfulness of digital technologies for their learning and their teaching as well as their perceived competence and level of interest in digital technologies. The descriptive statistics from an online survey show that all respondents (n = 105) found collaboration tools, learning management systems, and supplemental video the most helpful for both teaching and learning, and found podcasts, social media, and mobile apps to be the least helpful and important for both teaching and learning. The findings of this study have implications for in-service teachers, pre-service teachers, school administrators, and teacher educators. This study indicates a need to further examine how pre-service and in-service teachers' beliefs about digital technologies influence their process of designing instruction and choosing whether to or how to use these technologies in their classrooms. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the association between mode of delivery and subsequent maternal sexual wellbeing. Design: Prospective birth cohort study. Setting: Avon (in Bristol area), UK. Population: Participants in the Avon Longitudinal Study of Parents and Children (ALSPAC). Methods: Mode of delivery was abstracted from obstetric records and sexual wellbeing measures were collected via a self‐report questionnaire. Missing data were imputed using multiple imputation, and ordinal logistic regression models for ordered categorical outcomes were adjusted for the covariates maternal age at delivery, pre‐pregnancy body mass index, diabetes during pregnancy, socio‐economic position, parity, depression and anxiety. Main outcome measures: Sexual enjoyment and frequency at four time points postpartum (between 33 months and 18 years) and two types of sex‐related pain (pain in the vagina during sex and elsewhere after sex) at 11 years postpartum. Results: We found no association between mode of delivery and sexual enjoyment (e.g. adjusted odds ratio [OR] 1.11, 95% confidence interval [95% CI] 0.97–1.27 at 33 months) or sexual frequency (OR 0.99, 95% CI 0.88–1.12 at 33 months). Caesarean section was associated with an increased odds of pain in the vagina during sex at 11 years postpartum as compared with vaginal delivery in the adjusted model (OR 1.74, 95% CI 1.46–2.08). Conclusions: These findings provide no evidence supporting associations between caesarean section and sexual enjoyment or frequency. However, mode of delivery was shown to be associated with dyspareunia, which may not be limited to abdominal scarring. [ABSTRACT FROM AUTHOR]

Objectives: To investigate the association between mode of delivery and subsequent maternal sexual wellbeing. Design: Prospective birth cohort study. Setting: Avon (in Bristol area), UK. Population: Participants in the Avon Longitudinal Study of Parents and Children (ALSPAC). Methods: Mode of delivery was abstracted from obstetric records and sexual wellbeing measures were collected via a self‐report questionnaire. Missing data were imputed using multiple imputation, and ordinal logistic regression models for ordered categorical outcomes were adjusted for the covariates maternal age at delivery, pre‐pregnancy body mass index, diabetes during pregnancy, socio‐economic position, parity, depression and anxiety. Main outcome measures: Sexual enjoyment and frequency at four time points postpartum (between 33 months and 18 years) and two types of sex‐related pain (pain in the vagina during sex and elsewhere after sex) at 11 years postpartum. Results: We found no association between mode of delivery and sexual enjoyment (e.g. adjusted odds ratio [OR] 1.11, 95% confidence interval [95% CI] 0.97–1.27 at 33 months) or sexual frequency (OR 0.99, 95% CI 0.88–1.12 at 33 months). Caesarean section was associated with an increased odds of pain in the vagina during sex at 11 years postpartum as compared with vaginal delivery in the adjusted model (OR 1.74, 95% CI 1.46–2.08). Conclusions: These findings provide no evidence supporting associations between caesarean section and sexual enjoyment or frequency. However, mode of delivery was shown to be associated with dyspareunia, which may not be limited to abdominal scarring. [ABSTRACT FROM AUTHOR]

As online learning has been constantly increasing in higher education institutions for the past two decades, it is important to advocate for all students to have equal access to a high-quality education. Therefore, an important aspect of online learning in higher education is the need for accessibility for all students with disability of any kind. As such, this systematic review analyzed 95 existing research studies from the past two decades, focusing on the use of different accessible strategies for design, facilitation, and assessment in online learning. Four research themes including, accessibility standards, assistive technology, Universal Design for Learning, and need for training and development on online accessibility emerged from the systematic review. The findings from this systematic literature review include implications for higher education institutions, so they can further support students with disabilities in an online setting. [ABSTRACT FROM AUTHOR]

Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice. [ABSTRACT FROM AUTHOR]

This systematic review of research on online student privacy in higher education used a strategic search process to synthesize research on online student privacy based on publications trends, research methods, online spaces studied and the focus of the research. A total of 41 articles were analyzed to explore the existing literature on the topic. Most of the articles utilized undergraduate students as research subjects, and a majority focused on social media as the site of online privacy interest. Few studies considered the impact of faculty on student privacy in online spaces or included online collaboration tools as an area of privacy concern for students. The most common focus of research found among the articles was online privacy behavior. This theme is closely related to the theme of privacy paradox, which was analyzed in previous related systematic reviews. The results of this systematic review have implications for future research in online instruction and student privacy. [ABSTRACT FROM AUTHOR]

In a recent systematic review of research exploring online teaching and learning, identified research themes across, learner, course or instructor, and organizational levels. This commentary will further explore the systemic implications such themes pose for future research and practice in online education. This commentary elaborates on the systemic relationship within and between the learner, course and instructor, and organizational levels and provides implications for both researchers and practitioners. Systemic challenges at each level and future directions for research are also provided. [ABSTRACT FROM AUTHOR]

Current research surrounding online computer science education emphasizes the need for high-quality professional development opportunities. However, there is a gap in research in the inclusion of online computer science educators to identify needs and strategies that make the online computer science courses effective. Through a Research-to-Practice Partnership (RPP), this paper examines the instructional strategies and recommendations from online Computer Science teachers. This study seeks to better understand (1) What design, facilitation, and assessment strategies do teachers use to teach programming online? and (2) What recommendations do teachers have for those interested in teaching programming online? The feedback teachers provided during the study assisted in identifying the current needs in online AP Computer Science. The participants suggested additional ways the RPP could support teachers in strengthening their practice, which has assisted in the production of high-quality professional development to support novice teachers entering the field of Computer Science. [ABSTRACT FROM AUTHOR]

Children interact with digital devices for learning and entertainment at an early age. This study examines elementary educators' perceptions of student digital safety based on their interactions with others using technology in the classroom. Through a qualitative interview study, we analyzed data collected from ten elementary educators, including classroom teachers, media specialists, and instructional technology facilitators. Educators shared that their students interact with one another using technology for a variety of social and learning purposes in the classroom. Additionally, teachers described negative interactions with technology they have observed in their classrooms with elementary students, including incidents of cyberbullying and access to inappropriate content online. Findings from this study support the design of instructional materials for elementary student digital safety and have implications for teachers, parents, students, and administrators. [ABSTRACT FROM AUTHOR]

Graduate online learners have specific needs and challenges highlighted in the research on graduate online education. This systematic review examined 271 studies on broader research themes on graduate online education. Publication trends by year and journal outlets were analyzed. Descriptive statistics were tabulated for research context, participants, discipline, methods, and research themes. Among the studies published on graduate online education in this review, 59% were published in the United States, with 32% studied at the master’s level and 59% in the education discipline. About 39% of the studies used quantitative methods, while 37% used qualitative methods. Online engagement was the most studied research theme (24%), followed by learner characteristics (13.7%) in graduate online education. Very few studies (5.2%) focused on the organizational level. Implications for online graduate learners, instructors, program directors, administrators, and future research recommendations are provided. [ABSTRACT FROM AUTHOR]

Though some reviews of subtopics of digital citizenship have been conducted, there is still a need for more research to systematically examine the corpus of literature on digital citizenship. To address this need, the purpose of this study is to analyze and describe the body of research on digital citizenship that has been conducted to date. The literature reviewed herein thus spans 2004 (the earliest study we could locate) to 2019. Through analyzing 78 articles on the topic, this article presents findings on trends, contexts, outcomes, and frameworks. [ABSTRACT FROM AUTHOR]

Course design influences online student performance and engagement. A total of 222 instructors and instructional designers responded to Martin et al.'s Online Course Design Elements instrument to examine the frequency of use of design elements. Among the five factors in the instrument, the interaction and communication subscale had the lowest mean score in comparison to overview, content presentation, assessment and evaluation, and learner support. Both groups rated instructor contact information, chunked content, and assessment alignment with objectives highly. Items that were rated lowly included learner self-assessments and collaborative student activities. Responses by the two groups differed significantly for three items: accommodations for students with disabilities, self-assessment options, and frequent student–student interaction. Results are discussed within the context of the literature. This study has implications for online instructors and instructional designers who design online courses, faculty developers who provide training for instructors, and administrators who build support structures for faculty and staff. [ABSTRACT FROM AUTHOR]

Children are exposed to digital devices at an early age. This study examines parents' perception of student digital safety on technology use, time spent, parent concerns and knowledge on various digital safety topics. Through a survey-based study, we analyzed data collected from 113 parents. Parents mentioned that their kids use Internet via tablets and laptops primarily to watch videos, play games, and for schoolwork. Parents were knowledgeable about apps and gaps their children used for education and entertainment. Regarding time limits and restricting access, 40% of parents let their kids online for 1–2 hours in a day and 47% of parents set time limits. Parents are concerned all the time about their child's digital safety with the biggest concern being their kids being exposed to sexual content and them talking to strangers. Parents perceive themselves to be knowledgeable on most of the digital safety topics discussed in this study. Parents recommend to ensure age restrictions and identity verification when using various websites and games. This study has implications for parents of elementary school children. [ABSTRACT FROM AUTHOR]

In this introduction to the special issue on systematic reviews on emerging learning environments and technologies, we introduce best practices for conducting systematic reviews and meta-analysis and discuss the need for a systematic review on emerging learning environments and technologies. We synthesize research on seven primary areas of emerging learning environments and technologies that include: (1) social media, (2) massive open online courses, (3) special education technology, (4) mobile learning, (5) game-based learning and gamification, (6) adaptive learning, and (7) learning analytics and introduce the thirteen articles that were included in this special issue. This article also provides implications for the readers on using and conducting systematic reviews. [ABSTRACT FROM AUTHOR]

This systematic review of research on adaptive learning used a strategic search process to synthesize research on adaptive learning based on publication trends, instructional context, research methodology components, research focus, adaptive strategies, and technologies. A total of 61 articles on adaptive learning were analyzed to describe the current state of research and identify gaps in the literature. Descriptive characteristics were recorded, including publication patterns, instructional context, and research methodology components. The count of adaptive learning articles published fluctuated across the decade and peaked in 2015. During this time, the largest concentration of adaptive learning articles appeared in Computers and Education. The majority of the studies occurred in higher education in Taiwan and the United States, with the highest concentration in the computer science discipline. The research focus, adaptive strategies, and adaptive technologies used in these studies were also reviewed. The research was aligned with various instructional design phases, with more studies examining design and development, and implementation and evaluation. For examining adaptive strategies, the authors examined both adaptive sources based on learner model and adaptive targets based on content and instructional model. Learning style was the most observed learner characteristic, while adaptive feedback and adaptive navigation were the most investigated adaptive targets. This study has implications for adaptive learning designers and future researchers regarding the gaps in adaptive learning research. Future studies might focus on the increasing availability and capacities of adaptive learning as a learning technology to assist individual learning and personalized growth. [ABSTRACT FROM AUTHOR]

Digital citizenship is defined as using knowledge and skills to exhibit appropriate behavior online using digital technology. Two hundred and thirty-seven middle school students were surveyed about digital device use and perception of digital citizenship practices on cyberbullying, digital netiquette, digital footprint, digital privacy, and digital identity. Findings indicated that student use of mobile devices has increased, which has established the need for parental monitoring of the online behavior of their children. Only 55.3% of the surveyed students indicated parental monitoring of their internet/social media use, and only 37.1% of the students identified digital citizenship as being taught in their schools. Seventy-three percent of the students indicated having never been cyberbullied, and only 55.7% indicated knowing how to collect proof if they suspect cyberbullying has occurred. Fifty-seven percent of the students cited following digital netiquette when communicating or posting online, 59.7% of the students have shared their password with a friend, and 48.5% have added a friend and followed someone they did not know. Middle school students lack an understanding of digital citizenship practices, which has implications for teachers, administrators, and parents on teaching digital citizenship at school and home. [ABSTRACT FROM AUTHOR]

This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4.32) was perceived as the most helpful, followed by organizing content into modules or units (M = 4.28), which were both pedagogical time management strategies. Participants additionally responded to two open-ended items regarding the most and least helpful time management strategies. The open-ended responses were consistent with the survey findings. The relationship between faculty demographic factors and strategies showed that receiving training to teach online affected the faculty perceptions of technical time management strategies. [ABSTRACT FROM AUTHOR]

AbstractThe present study evaluated the validity of the Online Learner Satisfaction Instrument (OLSI) in terms of construct and convergent validity, and measurement invariance across demographic groups. The study results revealed that the factor structures generally confirmed to the original factor structure proposed in the instrument. Also, some subfactors showed a high correlation, suggesting a potential unidimensionality within each factor. The results of the convergent validity showed that the course subscale had high correlations with learner and instructor subscales, yielding inter-subscale correlations. The results of the measurement invariance testing showed that OLSI was interpreted the same way across participants of different gender and ethnic groups. However, measurement invariance was not supported across different educational levels (undergraduate vs. graduate). [ABSTRACT FROM AUTHOR]

Digital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators' perceptions of their students' digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators' perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators' perceptions of their students' digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students' digital citizenship practices. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses the various articles published within the issue on such topics as terrorism in films, jihadists, and violence.

The purpose of this study was to identify the course design, assessment and evaluation, and facilitation practices from the perspectives of award-winning online faculty. Aligned with this purpose, we developed a conceptual framework focused on online course design, assessment and evaluation, and facilitation; and review relevant literature in light of this framework. We interviewed eight award-winning online faculty members from across the United States. These faculty received online teaching awards from one of the following professional associations: Online Learning Consortium (OLC), Association for Educational Communications and Technology (AECT), or United States Distance Learning Association. Based on the interviews, it was found that online instructors use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process. Faculty recommended using a variety of assessments, using traditional and authentic assessments and used rubrics to assess students, course templates and quality assurance process and surveys, learning analytics, and peer reviews for assessment and evaluation. Timely response and feedback, availability and presence, and periodic communication were some facilitation strategies the award-winning instructors used. We discuss these findings and provide suggestions for future research and practice. These findings can add to what is known about effective online teaching best practices, standards, and competencies. • Award-winning online faculty use a systematic design process, backwards design, considered learner needs, and designed learner interaction during the design process. • Award-winning online faculty use variety of assessments, using traditional and authentic assessments and used rubrics to assess students. • Some of the facilitation strategies award-winning online faculty provide include timely response and feedback, availability and presence, and periodic communication. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify the potential factors that could predict college students’ success in a large-size undergraduate hybrid learning course. Predictive values of students’ demographic and academic background variables were examined to establish standardized models of contribution toward final grades. Next, patterns of student participation in online and in-class activities were examined. The results indicated that individual students’ background variables as well as their participation in online and in-class activities have significant predictive values toward their final grades. The study also found within-group differences and different patterns of participation in the online and in-class quizzes. [ABSTRACT FROM AUTHOR]

Background and Aims: Patients with age -related hearing loss (ARHL) and their natural caregivers have to confront a disability that produces progressive lifestyle changes. There is an interest in studying the ability of patients and their caregivers to cope with the difficulties that affect quality of life (QoL). In a sample of patient-caregiver dyads in the specific context of ARHL, we examine whether the QoL of patients and caregivers is influenced by the coping processes they use from a specific actor-partner interdependence model (APIM).Methods: This cross-sectional study involved dyads with patients having a diagnosis of ARHL. The self-reported data included QoL (WHOQoL-BREF) and coping strategies (BriefCope). The APIM was used to test the dyadic effects of coping strategies on QoL.Results: A total of 448 dyads were included; the patients and caregivers were love partners for 59% of the dyads. Coping strategies, such as social support, avoidance, problem solving, and positive thinking, exhibited evidence of actor effects (degree to which the individual's coping strategies are associated with their own QoL). Effects on the partner (degree to which the individual's coping strategies are associated with the QoL of the other member of the dyad) were found, i.e., when the patients mobilized their coping strategy based on social support and problem-solving, their caregivers reported higher environmental QoL.Conclusion: This study emphasizes that the QoL for patients and their caregivers was directly related to the coping strategies they used. This finding suggests that targeted interventions should be offered to help patients and their relatives to implement more effective coping strategies. [ABSTRACT FROM AUTHOR]

The purpose of this article is to report findings pertaining to faculty members' perception of the importance of engagement strategies utilized in the online learning environment and to compare them with student perception data that had been previously collected using the same instrument. A validated survey instrument, the online engagement strategies questionnaire, was used to collect data from online instructors who teach in higher education. Email distribution lists of two professional associations were utilized to collect the data. A total of 161 online instructors responded. While instructors and students agreed on the importance of several engagement strategies, results also show that instructors perceive engagement strategies listed on the survey instrument as more important than do students. [ABSTRACT FROM AUTHOR]

Instructors use various strategies to facilitate learning and actively engage students in online courses. In this study, we examine student perception on the helpfulness of the twelve different facilitation strategies used by instructors on establishing instructor presence, instructor connection, engagement and learning. One hundred and eighty eight graduate students taking online courses in Fall 2016 semester in US higher education institutions responded to the survey. Among the 12 facilitation strategies, instructors' timely response to questions and instructors' timely feedback on assignments/projects were rated the highest in all four constructs (instructor presence, instructor connection, engagement and learning). Interactive visual syllabi of the course was rated the lowest, and video based introduction and instructors' use of synchronous sessions to interact were rated lowest among two of the four constructs. Descriptive statistics for each of the construct (instructor presence, instructor connection, engagement and learning) by gender, status, and major of study are presented. Confirmative factor analysis of the data provided aspects of construct validity of the survey. Analysis of variance failed to detect differences between gender and discipline (education major versus non-education major) on all four constructs measured. However, undergraduate students rated significantly lower on engagement and learning in comparison to post-doctoral and other post graduate students. [ABSTRACT FROM AUTHOR]

Oxidative stress occurring during in-vitro culture is detrimental for clonal propagation by somatic embryogenesis in particular in Hevea brasiliensis . In previous work, overexpression of the gene encoding the cytosolic reactive oxygen species detoxification enzyme HbCuZnSOD led to reduce somatic embryo regeneration in Hevea . In this study, the role of antioxidant was tested by overexpression of the E.coli GSH1 gene involved in glutathione biosynthesis in rubber embryogenic callus lines. Transgenic lines were successfully established and some plants were regenerated. Overexpression of EcGSH1 gene led to glutathione over-accumulation, and affected dramatically the somatic embryogenesis process and plant development. Upon a water deficit treatment, these plants displayed the greatest drop in photosynthetic nitrogen use efficiency, higher proline content, and higher glutathione reductase activity. Changes induced in transgenic lines overexpressing HbCuZnSOD and EcGSH1 were discussed as well as possible applications on plant material propagation, overcoming loss of natural rubber production through Tapping Panel Dryness, and tropical soil remediation. [ABSTRACT FROM AUTHOR]

Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and "bring your own technology" initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students. [ABSTRACT FROM AUTHOR]

The quality of online courses offered has been a topic of discussion in the recent years, and efforts have been taken to establish standards for developing online courses. In this study, the authors review 12 online learning standard documents and examine the standards included in each of these documents. The largest number of standards were in the area of instructional analysis, design, and development (164 standards), and the smallest number of standards were on faculty support and satisfaction (27 standards). Similarities and differences in these standard documents are discussed along with implications for administrators, faculty and instructional designers. [ABSTRACT FROM AUTHOR]

Systematic reviews of literature are studies that strategically search for published research on a specific topic in order to synthesize what is known about the topic. This systematic review describes 157 articles on synchronous online learning (SOL) from thirty-four different countries on instructional setting, content areas, participant demographics, research designs, independent and dependent variables, SOL technologies, and data-collection tools. [ABSTRACT FROM PUBLISHER]

Bichronous Online Learning is the blending of asynchronous and synchronous online learning. In this qualitative study, 12 award-winning online instructors were interviewed for their online teaching practices focused on blending, design, facilitation, and assessment of asynchronous and synchronous online modalities. Data was collected through virtual interviews which were recorded, transcribed and analyzed. Award-winning instructor practices of blending are discussed through their blending decisions, sequences, and models. Instructors shared their decisions related to blending, such as modality purposes, affordances, and required or optional synchronous sessions. Blending sequences that emerged were asynchronous followed by synchronous, asynchronous followed by synchronous and then asynchronous again. Blending models that resulted were the complement model, replacement model and enhancement model. Asynchronous and synchronous design, facilitation and assessment strategies used by the award-winning online instructors are discussed in detail. The findings have implications for online instructors, students, instructional designers and administrators. • 12 award-winning online instructors were interviewed. • Blending decisions, sequences, and models were identified. • Blending purposes, affordances, and synchronous session types were discussed. • Blending models were complement, replacement and enhancement models. • Bichronous design, facilitation and assessment strategies were identified. [ABSTRACT FROM AUTHOR]

Here and now mobile learning has the capability to engage learners anytime and anywhere and situate them in their learning context. Mobile devices provide opportunity for learners to participate in reflective activities with experts, peers or self while being situated in the learning context such as being in a museum or gallery and using mobile content to learn about exhibits. This study examined the effects of here and now mobile learning on student achievement and attitude based on different types of reflection (no reflection, self-guided reflection and reflection with virtual expert). Students ( n = 103) who were enrolled in teacher preparation courses at a public regional university in the United States participated in the here and now mobile learning intervention on art content in one of three reflection groups. The participants completed a posttest and attitude survey. One-way ANOVAs were conducted on data obtained from the achievement pretest and posttest and on the attitude survey results for the Likert-type items. Analysis of achievement data revealed positive significant differences on the reflection type whereas attitude data did not reveal any significant differences. The implications of the findings are discussed for those designing and implementing mobile-based learning. [ABSTRACT FROM AUTHOR]

Wearable technologies are increasingly gaining attention. Gadgets such as Smartwatch, Fitband, Google Glass, and similar healthcare devices can be worn by the consumer and have several benefits in various contexts. This study examined teachers perception on fitness bands and if they have any benefits to classroom teachers. 28 classroom teachers were each given a fitness band for 35 days. Prior to giving them the fitness band, a pre-survey was administered. At the end of the 35 day period a post-survey was administered. Ninety-three percent of the teachers completed both the post and pre-survey in which they responded to change in teacher motivation and teaching practices due to wearing the fitness band. There were also four open ended questions that addressed benefits and challenges of using the fitness band in educational contexts. This study has implications for those considering using fitness band in an educational setting. [ABSTRACT FROM AUTHOR]

We describe a 5-year-old girl with marked hypotonia, poor feeding and reduced facial expression since birth. Congenital myopathy was suspected; muscle biopsy showed unspecific type 1 fibre predominance. The possibility of a ryanodine receptor 1 gene ( RYR1)-associated myopathy was considered, but not further investigated. At the age of 2 years, she presented with exophthalmos. Brain MRI revealed optic pathway glioma. On clinical examination, she had six café-au-lait spots, thus fulfilling the diagnostic criteria for neurofibromatosis type 1 (NF1). The hypotonia was then attributed to NF1. At the age of 3 years, she developed scoliosis and had an unusually severe motor delay for NF1, as she was not able to walk independently. Dual pathology was suspected, and muscle MRI showed the typical pattern for RYR1-related myopathy. This was genetically confirmed with the discovery of two heterozygous mutations. Conclusion: NF1 is one of the most frequent genetic diseases in children. RYR1-related myopathy is one of the most frequent causes of congenital myopathy. The combination of these two pathologies has not yet been described. In cases of unusual presentations or clinical course, the possibility of genetic 'double trouble' should be considered. [ABSTRACT FROM AUTHOR]

The purpose of this research study was to identify the multimedia competencies of an educational technologist by creating a valid and reliable survey instrument to administer to educational technology professionals. The educational technology multimedia competency survey developed through this research is based on a conceptual framework that emphasizes the current definition of the field. Following the conceptual framework, a review of literature and an emergent theme analysis on 205 job announcements in educational technology were conducted. Eighty-five multimedia competencies were derived from this analysis and organized into knowledge, skill, and ability statements. These data were examined using descriptive statistics, internal consistency reliability, exploratory factor analysis, and multivariate analysis of variance. Though the purpose of the instrument was to measure multimedia competencies relevant to the field of educational technology, other constructs on the instrument emerged as more important in the analysis. The results include key competencies, such as knowledge of methods and theories of instruction; soft skills; and the ability to work in a team-oriented environment. A discussion about the results is provided. The instrument was found to have a valid and internally consistent structure. [ABSTRACT FROM AUTHOR]

Abstract: Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning. [Copyright &y& Elsevier]

The article presents an introduction to the September 2013 issue of "Studies in French Cinema" and which includes research on the representation of the Arab Spring uprisings in film, engaging in acts of resistance through film, and the relationship between contesting dominant discourses and film.

In August 2010, Franco-Tunisian director Nadia El Fani was shooting a documentary on Ramadan in Zine El Abedine Ben Ali's Tunisia. In it she showed the hypocrisy of people, hiding to have lunch in the middle of the day, the month of fasting having become a duty perceived as law. The film-maker was pleading for a secular state. The Tunisian revolution then erupted in December 2010, leading to Ben Ali's departure on 14 January 2011. El Fani, camera in hand, filmed the debates raging in Tunisia, in particular the one asking to modify Article 1 of the Constitution according to which Islam is the religion of the State. Upon the release of her resulting film, Neither Allah nor Master in 2011, the director was accused of attacking the sanctity of religion.

Ring-hydroxylating dioxygenases (RHDs) catalyze the initial oxidation step of a range of aromatic hydrocarbons including polycyclic aromatic hydrocarbons (PAHs). As such, they play a key role in the bacterial degradation of these pollutants in soil. Several polymerase chain reaction (PCR)-based methods have been implemented to assess the diversity of RHDs in soil, allowing limited sequence-based predictions on RHD function. In the present study, we developed a method for the isolation of PAH-specific RHD gene sequences of Gram-negative bacteria, and for analysis of their catalytic function. The genomic DNA of soil PAH degraders was labeled in situ by stable isotope probing, then used to PCR amplify sequences specifying the catalytic domain of RHDs. Sequences obtained fell into five clusters phylogenetically linked to RHDs from either Sphingomonadales or Burkholderiales. However, two clusters comprised sequences distantly related to known RHDs. Some of these sequences were cloned in-frame in place of the corresponding region of the phnAIa gene from Sphingomonas CHY-1 to generate hybrid genes, which were expressed in Escherichia. coli as chimerical enzyme complexes . Some of the RHD chimeras were found to be competent in the oxidation of two- and three-ring PAHs, but other appeared unstable. Our data are interpreted in structural terms based on 3D modeling of the catalytic subunit of hybrid RHDs. The strategy described herein might be useful for exploring the catalytic potential of the soil metagenome and recruit RHDs with new activities from uncultured soil bacteria. [ABSTRACT FROM AUTHOR]

This paper describes an instructional design class's experience developing instruction for the mobile web. The class was taught at a southeastern university in the United States in a master's level computer based instruction course. Two example projects are showcased and student reflections on design issues are highlighted. Additionally, challenges and lessons learned from this experience are described. This case study will benefit those who are considering teaching a course on designing mobile learning; also to those who are considering developing mobile instructional websites. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine whether a highly interactive 3-D video game, Dimension-M can achieve the goal of not only positively influencing middle school student achievement in mathematics, but also positively influencing their attitude. A Middle School in south eastern United States created a mathematics remediation course called Virtual Math for students who achieved below proficient levels on their state end-of-grade mathematics exams. Achievement and attitude data was collected for 28 sixth to eighth grade students in Virtual Math. Following a pre-test and pre-attitude survey, students played the game's Tutorial mission and the Xeno Island mission, which addressed the concepts of prime numbers, even and odd patterns, and perfect squares. Students received no direct mathematics instruction during the treatment period in order to test the impact of the game alone. Following the treatment, a post-test and post-attitude survey were administered. Students displayed a significant gain in achievement but no significant differences were detected between their pre- and post-attitude surveys. An interview with the tutor assigned to the students, the school's math coach, and the principal of the school, indicated a positive impact on students' mathematics performance in their regular math classes as well as a positive impact on students' self-efficacy in mathematics. The results of the study imply that Dimension-M can potentially have a positive impact on student achievement and that students respond enthusiastically to the video game environment. [ABSTRACT FROM AUTHOR]

Parents frequently report increased sleep duration in their children during treatment with valproic acid (VPA). We assessed sleep duration and sleep behavior before and after tapering VPA in children treated for more than 6 months. Sleep variables were assessed by questionnaire, diary, and actigraphy (for 7 consecutive days and nights) before and 8–12 weeks after termination of VPA. Forty-six children (age range 1.7–17.4 years) completed the study. The questionnaire data showed no significant difference in bed and wake time, duration of sleep, and time to fall asleep before and after ending VPA treatment, although some qualitative measures on daytime sleepiness improved after tapering VPA. The actigraphy data revealed that the average sleep amount without VPA was reduced in 33 children (9 of them >30 min) and longer in 13 children (1 of them >30 min). The mean Assumed Sleep Time per Day decreased by 15.2 min or 9.5 min when the physiologic decrease of sleep duration within 0.3 years was considered. Also mean Actual Sleep Time per Day was significantly reduced after VPA termination (−15.2min; after correction −10.7 min). The reduction was only significant in children older than age 6 years. Termination of VPA after long-term treatment leads to a significant reduction of sleep duration in children older than 6 years of age. The change was small in the majority, but considerable in a subgroup of children. [ABSTRACT FROM AUTHOR]

Instructional elements remain the foundation of current instructional design practice. Practice is the instructional element provided after learners have been given information required to master an objective and Navigation is the non-instructional element guides the learner on the sequence of instruction. Linear Navigation can be referred to as program control where the learners do not have control over sequence and Non-Linear Navigation can be referred to as Learner control over sequence of instruction. The purpose of this study was to investigate the effect of practice with feedback, navigation type on achievement, attitude, and time when students use a web-based instructional program and the interaction between practice and navigation type. 240 students from a large south western university participated in four different web based environments. Significant differences were found for practice main effect, but not for navigation main effect. There was no interaction between practice and navigation. There were significant differences for attitude items, I learned a lot from this program and the program gave me enough opportunity to practice between the treatments who received practice and those who did not. This study reinforces on the importance of practice and has implications for the design and development of web-based, multimedia instruction. [ABSTRACT FROM AUTHOR]