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The unexpected chaos of the COVID-19 pandemic brought about a host of political discussions in the US, including conversations about the Trump administration's COVID-related policies. During these conversations, major news outlets represented each political group's stance using social media in addition to their traditional channels. This study explores how those news outlets' political stances relate to early COVID-19 social media discourse with three distinct methods. We selected two YouTube videos about the World Health Organization (WHO)'s declaration of a pandemic from two news outlets with contrasting political stances, Fox News and MSNBC. Three types of analyses were conducted to compare those videos on different observation levels: (1) a video network analysis based on the YouTube recommendation algorithm, (2) a framing analysis exploring how differently the two news outlets delivered the news, and (3) a content analysis of viewer comments. Our results demonstrate that the videos were not directly connected to each other in the YouTube recommendation network, that they delivered the same news with contrasting frames, and that characteristics of the viewers' comments – commenters' political positions, roles in knowledge sharing, and social cues – significantly or partially significantly related to the YouTube channel's political position. Based on these findings, we argue that while news outlets' political stances were associated with the behaviors of all three types of agents on YouTube – news outlets, their viewers, and the platform – to some extent, the viewer groups' knowledge-sharing behaviors did not significantly differ as the news outlets' contrasting frames did. [ABSTRACT FROM AUTHOR]

Although doctoral mentors recognize the benefits of providing quality advisement and close guidance, those of sharing project management responsibilities with mentees are still not well recognized. We observed that mentees, who have the opportunity to co-manage projects, generate more written output. Here we examine the link between research productivity, doctoral mentoring practices (DMP), and doctoral research experiences (DRE) of mentees in programs in the non-West. Inspired by previous findings that early career productivity is a strong predictor of later productivity, we examine the research productivity of 210 molecular biology doctoral students in selected programs in Japan, Singapore, and Taiwan. Using principal component (PC) analysis, we derive two sets of PCs: one set from 15 DMP and another set from 16 DRE items. We model research productivity using Poisson and negative-binomial regression models with these sets as predictors. Our findings suggest a need to re-think extant practices and to allocate resources toward professional career development in training future scientists. We contend that doctoral science training must not only be an occasion for future scientists to learn scientific and technical skills, but it must also be the opportunity to experience, to acquire, and to hone research management skills.

The focus of this study was to understand knowledge flows among teachers by examining what types of knowledge was shared by teachers, as well as what motivates or hinders teachers to share knowledge online. We examined an electronic mailing list (listserv) supporting a community of practice of literacy teachers. Data were gathered on the teachers in the listserv through online observations. Additional data were collected through semi-structured telephone interviews with 20 teachers. Findings suggest that two motives of community involvement--collectivism, and principlism appear to be the main motivators for knowledge sharers to share knowledge, while lack of knowledge and competing priority appear to be the main barriers. Practical implications for knowledge sharing and suggestions for future research are discussed. The findings of this study inform teachers, listserv moderators, teacher associations, as well as researchers of educational technology who are interested in knowledge sharing among teachers within communities of practice mediated by computer networks.

Studies that examined virtual reference and its potential for collaboration have by and large represented experiences in western English-speaking countries. This article reports the results of a three-nation (Israel, Japan, and Lebanon) comparative analysis to bridge this research gap. Similarities and differences between these countries highlight elements that international collaborative initiatives should consider when implementing global virtual reference services.

The purpose of this study is to discover factors related to fostering a sustainable online community for K-12 teachers. This study was conducted through the investigation of an online teacher community called INDISCHOOL in Korea. Data were gathered through in-depth telephone interviews with INDISCHOOL members, the examination of archived postings on the Web-boards, and participant observations. Twelve factors, including eight support factors and four hindrance factors, were identified as results of this study. These factors were categorized into three subgroups: internal, external, and outcome factors. Findings from this study revealed that internal factors, such as having a sense of ownership and autonomy and acknowledging the value of participation, played a significant role in the growth of INDISCHOOL. It was also noted that the value of teachers' participation was related to their belief that active involvement in INDISCHOOL improves student learning. These teachers also reported that INDISCHOOL participation is a valuable part of their professional development. Initial Interview Questions are appended. (Contains 1 table and 2 figures.)

Since the 1990s we have seen an increase in consideration of social and cultural aspects of learning as a way to foster organizational learning and human performance. Despite strong interest among practitioners and scholars, the study of organizational learning is lacking in empirical research. The study described here calls attention to the importance of informal learning in designing effective learning environments for the training of professionals. The study examines how people share and construct their knowledge in a Public Defender's Office and conclude that there are six attributes of communities of practice (CoPs) that serve as scaffolding for organizational learning. The attributes are (1) a group of professionals, (2) development of a shared meaning, (3) informal network, (4) supportive culture-trust, (5) engagement in knowledge building, and (6) individuals' negotiation and development of professional identities. Implications for education and training in relation to the concept of CoPs are discussed. (Contains 1 table and 3 notes.)

Despite the strong interests among practitioners, there is a knowledge gap with regard to online communities of practice. This study examines knowledge sharing among critical-care and advanced-practice nurses, who are engaged in a longstanding online community of practice. Data were collected about members' online knowledge contribution as well as motivations for sharing or not sharing knowledge with others. In sum, 27 interviews with members and content analysis of approximately 400 messages were conducted. Data analysis showed that the most common types of knowledge shared were "Institutional Practice" and "Personal Opinion". Five factors were found that helped motivate knowledge sharing: (a) self-selection type of membership, (b) desire to improve the nursing profession, (c) reciprocity, (d) a non-competitive environment, and (e) the role of the listserv moderator. Regarding barriers for knowledge sharing, four were found: (a) no new or additional knowledge to add, (b) unfamiliarity with subject, (c) lack of time, and (d) technology. These results will be informative to researchers and practitioners of online communities of practice.

Describes collaboration among a group of scientists and considers how their experiences are socially shaped. Data analysis of interviews, observations of videoconferences and meetings, and a sociometric survey led to the development of a framework that identifies forms of collaboration that emerged among scientists and factors which influenced collaboration. (Contains 51 references.) (Author/LRW)

Introduces the use of Formal Concept Analysis (FCA) as a methodology to visualize the data in computer-mediated communication. Bases FCA on a mathematical lattice theory and offers visual maps (graphs) with conceptual hierarchies, and proposes use of FCA combined with content analysis to analyze computer-mediated communication. (Author/LRW)

Presents a theoretical framework for communities of practice and provides alternative perspectives on information technology supports for communities of practice, based on the literature and ethnographic case studies of communities of practice in two organizations. Examines how people share and construct their knowledge and how they use collaborative information technology to support work practices. (Author/LRW)

We present a case of a ruptured mycotic coronary aneurysm effectively treated with covered stents and phased surgery. The covered stent, however, became occluded two years later. Because of the low invasiveness, a covered stent treatment may be advantageous over conventional surgery but trade off long-term vascular patency. To recognize the presence of a ruptured infectious coronary aneurysm after a primary coronary stenting for ST-elevation myocardial infarction. To discuss the treatment strategies for a ruptured infectious coronary aneurysm with a covered stent. [ABSTRACT FROM AUTHOR]

This study analyzed discussion in an online conference that supplemented class discussion using an instructional method called the starter-wrapper technique within a graduate level educational psychology course. Describes use of a model for content analysis of computer-mediated communication and examines five variables, including student participation, social interaction, and cognitive skills. (Contains 52 references.) (Author/LRW)

Presents an instructional development model, GOaL (Global Organization Localization), for use by global organizations. Topics include gaps in language, culture, and needs; decentralized processes; collaborative efforts; predetermined content; multiple perspectives; needs negotiation; learning within context; just-in-time training; and bilingual instructional designers. (Author/LRW)

This paper, based on a qualitative research study, describes the technology resources available in the Indiana University School of Education, explains the range of services provided by Education Technology Services (ETS), documents the organizational structure of ETS, and describes the key processes and culture of ETS. (Author/AEF)

Considers aspects of knowledge management that have the potential to enhance human-performance-technology research and practice. Topics include intellectual capital; learning organization versus organizational learning; the importance of epistemology; the relationship of knowledge, learning, and performance; knowledge creation; socio-technical design; electronic performance-support systems; and research opportunities. (57 references) (Author/LRW)