The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students* motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour & Hewitt, 1997; Seymour, Melton, Wiese, & Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein & Lunetta, 2003; Lunetta, Hofstein, & Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan & Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, & Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science. Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire © (Glynn, Brickman, Armstrong, & Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker & Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students* motivation to learn biology. Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students* motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students* motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the convenience of working at their own pace, location, and time. According to social cognitive theory (Bandura, 1986, 2001), the differences in the learning environments reported by the students should have had ramifications for their motivation to learn biology, yet this did not hold true for the students in this study. Therefore, while these laboratory environments are demonstrably different, the virtual laboratories did not negatively impact students* motivation to learn biology and could be an acceptable replacement for face-to-face laboratories in an introductory biology course.

<p> Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.</p>

A identificaÃÃo de uma estratÃgia de aprendizagem ativa, caracteriza os processos de participaÃÃo do aluno nas atividades do grupo, especialmente na integraÃÃo no grupo e no seu envolvimento na realizaÃÃo das tarefas. Para promover um ambiente propÃcio à aprendizagem colaborativa, temos que, inicialmente e no mÃnimo, fornecer um meio de comunicaÃÃo que possibilite a interaÃÃo, como os muitos espaÃos e ambientes apresentados a seguir. Partindo desse pressuposto, foi analisado que quando utilizadas em favor da educaÃÃo, as Tecnologias da InformaÃÃo e ComunicaÃÃo (TIC) utilizam o computador e a internet como ferramentas pedagÃgicas, que sendo um meio auxiliar, intervÃm favoravelmente no processo de aprendizagem, permitindo ao aluno construir e reconstruir o seu conhecimento. Para a realizaÃÃo deste trabalho, buscou-se verificar indÃcios de aprendizagem colaborativa em alunos de uma escola do Ensino MÃdio Profissionalizante, enquanto construÃam um site educativo, utilizando como principal ferramenta, o trabalho em grupos. Foi avaliado ainda o nÃvel de envolvimento dos participantes durante o processo de elaboraÃÃo do aparato. Como metodologia de pesquisa optou-se pelo estudo de caso do tipo Ãnico, atravÃs do qual mediante uma pesquisa profunda em um objeto delimitado, à possÃvel adentrar em uma realidade que nÃo conseguida plenamente por um levantamento amostral e avaliaÃÃo exclusivamente quantitativa. Como tÃcnica de pesquisa, escolheu-se a observaÃÃo participante visto que observar ajuda muito o pesquisador. Sua grande vantagem està relacionada com o fato de o pesquisador obter a informaÃÃo na ocorrÃncia espontÃnea do fato. Em nosso acompanhamento, foi possÃvel constatar que o trabalho em grupos, permitiu que se estabelecesse um clima de aprendizagem colaborativa visto que estes processos integram uma proposta educacional na qual os alunos sÃo estimulados a trabalhar em conjunto no desenvolvimento e construÃÃo do conhecimento. Durante a construÃÃo do site, os alunos foram solicitados a escrever relatÃrios periÃdicos a respeito de suas dificuldades e dos meios utilizados para resolver os problemas que ocorreram ao longo do processo, onde nos foi permitido notar a importÃncia da equipe como fonte de socializaÃÃo de saberes, de discussÃes construtivas e de respeito mÃtuo. Ao concluir a pesquisa, acredita-se ter confirmado ao longo dos resultados, os objetivos que tÃnhamos em mente: a verificaÃÃo de indÃcios de aprendizagem colaborativa, fortemente marcados ao longo do processo, bem como um grande envolvimento dos educandos participantes desta anÃlise, que puderam ser observados durante os muitos momentos de reuniÃes para a elaboraÃÃo da ferramenta. / The identification of a strategy of active learning, characterizes the processes of participation of the pupil in the activities of the group, especially in the integration in the group and its involvement in the accomplishment of the tasks. To promote a propitious environment to the collaborative learning, we have that, initially and at least, to supply a media that makes possible the interaction, as the many presented spaces and environments to follow. Leaving of this estimated, was analyzed that when used for the education, the Technologies of the Information and Communication (TIC) use the computer and the Internet as pedagogical tools, that being a means intervene favorably in the learning process, allowing to the pupil to construct and to reconstruct their knowledge. For the accomplishment of this work, we searched to verify indications of collaborative learning in pupils of a school of Professionalizing Average Education, while they were building an educative site, using as main tool, the work in groups. The level of involvement of the participants during the process of elaboration of the apparatus was still evaluated. As research methodology it was opted to the study of case of the only type, through which by means of a deep research in a delimited object, it is possible to enter in a reality that not obtained fully for a sampling survey and exclusively quantitative evaluation. As research technique, it was chosen participant comment since to observe very aid the researcher. Their great advantage is related with the fact of the researcher to get the information in the spontaneous occurrence of the fact. In our accompaniment, it was possible to evidence that the work in groups, allowed that we established a climate of collaborative learning since these processes integrate a proposal educational in which the pupils are stimulated to work jointly in the development and construction of the knowledge. During the construction of the site, the pupils had been requested to write periodic reports regarding their difficulties and of the used means to decide the problems that had occurred throughout the process, where us were allowed to notice the importance of the team as source of socialization to know, of constructive quarrels and mutual respect. When concluding the research, we believe to have confirmed throughout the results, the objectives that we had in mind: the verification of the knowledge indications of collaborative learning, strongly marked throughout the process, as well as a great involvement of the participant students of this analysis, that could have been observed during many moments of meetings for the elaboration of the tool.

<p> Though hepatitis B virus infection is vaccine preventable, it remains a leading cause of serious liver disease including cirrhosis and hepatocellular carcinoma. With more than 2 million individuals living in the United States chronically infected, increasing the adult vaccination rate, currently estimated at only 26.3% based on large patient self-report surveys, is a public health imperative. Primary care visits represent an opportunity to assess hepatitis B risk and vaccination status, and to administer vaccine. </p><p> The purpose of the study was to determine the factors that affect primary care physician recommendation and delivery of hepatitis B vaccine as part of routine adult care, and measure vaccination rate in the primary care setting. A survey was developed, validated and completed online by a random sample of 319 physicians who provide routine primary care for >100 adult patients each month. Adult hepatitis B vaccination rate was calculated based on physician-reported caseload and number of vaccinations administered over a 6 month period. In addition to practice descriptors, 24 survey items assessed physician knowledge, attitudes and practices related to vaccination rate. </p><p> Statistical analyses were conducted using SPSS software. The median and mean vaccination rates were 3.3% and 9.4%, respectively. Vaccination rates were highest among physicians practicing medicine for &lt;10 years, in private hospital settings located in urban areas. Vaccination significantly correlated (<i>p</i>&lt;.05) with routine assessment of hepatitis B risk, guidelines-based vaccination, and distribution of patient education materials. Focusing on history of intravenous drug use as the key indication for vaccination and concerns regarding related liability were found to be barriers to vaccination. Forward multiple linear regression analysis generated a model that predicted 26% of variance in vaccination rate, which suggested that physicians who have integrated risk assessment, discussion of vaccination rationale with patients, and vaccine delivery into their routine primary care practices exhibit higher vaccination rates. </p><p> The results suggest that adult hepatitis B vaccination rates may be increased through physician education that reinforces identification of CHB risk factors other than intravenous drug use and clarifies the limited nature of vaccine injury liability, as well as health policies that incentivize vaccination in the primary care setting.</p>

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 177-184).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 163-171).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 163-171). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 177-184). Also available in print.

Published also as thesis (Ph. D.) Columbia university. / Bibliography: p. 102-103.

Published also as thesis (Ph. D.) Columbia university. / Bibliography: p. 102-103.