The purpose of this qualitative study was to investigate how asylum seekers may experience different interview methods in the asylum investigation in Sweden. An inductive qualitative data collection technique was used in this study, where semi-structured interviews were conducted with six asylum seekers in four different cities in Sweden. This study was influenced by the grounded theory approach in the way of creating codes, concepts and themes from the empirical data analyzed in thematic and constant comparison method. The results show three different themes, namely ‘‘the expressions of the feelings, possibilities to expressions and possibilities and difficulties.’’ as they present the asylum seekers views of different interview methods. The role theory was chosen in relation to the asylum seekers different behavior toward the interview methods. The results indicated the possibilities for different roles as: ‘‘psychological unbalanced role, technology skilled role, technology challenged role and the apprehensive role’’

The present study provides a comparison of face-to-face and mediated hurtful communication in close relationships. Drawing on previous studies on hurtful communication and computer-mediated communication (CMC), an escalating hypothesis was posited that mediated hurtful messages would be perceived as more controllable, intentional, and hurtful than face-to-face (FtF) hurtful messages. Study 1 tested these predictions. Survey responses from college students who were randomly assigned to report either mediated or face-to-face hurtful interaction with a friend or romantic partner confirmed higher perceived controllability (i.e., being more deliberate on crafting hurtful messages) in the CMC than the FtF condition. Although intent and hurt were not different between the two contexts in the full sample, higher intent was found in CMC than FtF in romantic relationships. Thus, Study 2 was conducted, focusing on a comparison of FtF and text messaging in romantic relationships. Also, perceived face threat and relationship aspects—distancing effect of hurtful interactions and the effect of relationship satisfaction—were assessed. Face threat was posited to be lower in CMC than FtF context since Study 1 suggested that self-focused appraisals (e.g., humiliation) were lower for mediated hurtful messages. This difference in face threat was considered to result in similar levels of intent and hurt between the two contexts, although perceived controllability is higher in CMC. Results of Study 2 confirmed higher deliberation in CMC but failed to confirm higher intent or hurt in CMC. Further, face threat was not different between the two contexts, and controlling for face threat did not reveal the escalating effect (i.e., higher intent or hurt in CMC). Regarding relationship aspects, higher satisfaction and lower intent were associated with less distancing effect, and relationship satisfaction was negatively related to deliberation, intent, hurt, and distancing. These tendencies were not different between CMC and FtF contexts. These results suggest that mediated hurtful communication is a complex phenomenon in which various factors should be considered. The implications of these results were discussed, and suggestions for future studies were also offered. / text

Previous research has demonstrated that men and women employ different speech styles that result in an uneven power dynamic. To better understand the increasingly common interactions that take place using video-mediated communication, such as Skype and Google Hangout, the present research examines these gendered patterns in video-mediated communication (VMC). Mixed-gender dyads will be formed and ask to complete a desert survival task via VMC or in person while software analyzes their use of aggressive positive, and tentative language, as well as measuring speaking time for each party. Interpersonal perception and the use of intrusive interruptions and will also be examined. Drawing from research in Social Information Processing Theory, it is expected that users compensate for the difficulties of a communication medium in order to achieve a normal interaction. As such, men are anticipated to use more intrusive interruptions, aggressive language, and speak more than women, regardless of condition. Women are anticipated to use more positive and tentative language in both VMC and face-to-face conditions. Dominant language is also expected to mediate the relationship between gender and perceived dominance. Future research should examine the effect of race in these interactions, as well as how this dynamic effects gender non-conforming persons.

The aim of this thesis is to describe the language of electronic communication ('netspeak') as one of the present trends of the development of English. The thesis is based on the hypothesis 'netspeak' represents an independent multimodal linguistic variety sharing some features with informal face-to-face conversation. For this purpose, the language of selected samples of the texts of English-speaking students of British universities obtained from the social network Facebook was studied. The qualitative and quantitative analysis of these data and their comparison with spoken form of standard English, namely with the spoken demographically sampled part of the British National Corpus, confirmed the hypothesis. ! Key words: netspeak, CMC, Facebook, emoticons, face-to-face communication, informal conversation

O objetivo desta dissertação é apresentar um estudo sobre o emprego de demonstrações em uma narrativa contada em língua de sinais brasileira (libras). Este trabalho parte da ideia de que a copresença de participantes na interação tem influência na maneira como a narrativa é expressa e interpretada (McCleary 2011; McCleary & Viotti 2014). A investigação dos elementos envolvidos na elaboração das demonstrações é feita a partir de uma perspectiva multimodal. Para tratar da multimodalidade em interações presenciais, tomei como base as propostas de Clark (1996) e Hutchins (2010), segundo as quais os participantes de uma interação precisam se coordenar para a realização de atividades conjuntas. Nessa perspectiva, demonstrar envolve crucialmente dois aspectos: i) a habilidade de se coordenar na imaginação conjunta dos elementos da narrativa, como os cenários, as personagens e suas ações, os eventos etc; e ii) o uso do corpo, de gestos de diferentes tipos e do espaço como ferramentas nesse ato imaginativo situado na interação. Para estudar demonstrações especificamente em discursos sinalizados, tomei como base Liddell (2003) e Dudis (2007), que analisaram demonstrações em discursos em língua de sinais americana (ASL), e McCleary & Viotti (2010, 2011, 2014), que analisaram narrativas em libras. A partir da aproximação entre os trabalhos desses autores, foi possível observar: i) as ocorrências de demonstrações em diferentes níveis discursivos; e ii) a relevância de considerar o nível do narrador nas análises de ocorrências de demonstração. A narrativa analisada, intitulada \"Bolinha de Ping Pong\", foi transcrita no software ELAN seguindo o modelo de transcrição proposto por McCleary, Viotti & Leite (2010). A análise trouxe evidências de que a demonstração é uma estratégia discursiva central em narrativas sinalizadas, e que contar histórias fluentemente envolve, em grande medida, a habilidade no uso de demonstração, integrada com outras estratégias narrativas. / This thesis aims at presenting a study of uses of demonstration in a narrative in Brazilian Sign Language (Libras). The study is based on the idea that the co-presence of the participants involved in any interaction influences the way in which the narrative is expressed and interpreted (McCleary 2011; McCleary & Viotti 2014). The analysis of the elements involved in the use of demonstrations along the narrative is based on a multimodal approach. In order to describe the multimodality in face-to-face interaction, I have used models put forward by Clark (1996) and Hutchins (2010). These authors suggest that participants in any interaction coordinate themselves to perform joint activities. According to that approach, demonstration crucially involves two aspects: i) the ability to coordinate the joint imagination of elements of the narrative such as scenarios, characters, actions, events, etc; and ii) the use of the body, different kinds of gesture and the space as tools during that construct the imaginative act in the interaction. For the study of demonstrations in signed discourses, specifically, I based my analyses on Liddell (2003) and Dudis (2007), who described the use of demonstration in discourses in American Sign Language, and on McCleary & Viotti (2010, 2011, 2014), who analyzed narratives in Libras. Based on these authors, it was possible to observe: i) the uses of demonstrations are different levels of narrative discourse; ii) the relevance of taking into account the narrator level to the analysis of uses of demonstration. The analyzed narrative entitled Ping Pong ball was transcribed using the software ELAN, following the model proposed in McCleary, Viotti & Leite (2010). The analysis implies that demonstration is a central discursive strategy in signed narratives, and that, to a great extent, fluency in signing stories involves the ability to use demonstrations, integrated with other narrative strategies.

O objetivo desta dissertação é apresentar um estudo sobre o emprego de demonstrações em uma narrativa contada em língua de sinais brasileira (libras). Este trabalho parte da ideia de que a copresença de participantes na interação tem influência na maneira como a narrativa é expressa e interpretada (McCleary 2011; McCleary & Viotti 2014). A investigação dos elementos envolvidos na elaboração das demonstrações é feita a partir de uma perspectiva multimodal. Para tratar da multimodalidade em interações presenciais, tomei como base as propostas de Clark (1996) e Hutchins (2010), segundo as quais os participantes de uma interação precisam se coordenar para a realização de atividades conjuntas. Nessa perspectiva, demonstrar envolve crucialmente dois aspectos: i) a habilidade de se coordenar na imaginação conjunta dos elementos da narrativa, como os cenários, as personagens e suas ações, os eventos etc; e ii) o uso do corpo, de gestos de diferentes tipos e do espaço como ferramentas nesse ato imaginativo situado na interação. Para estudar demonstrações especificamente em discursos sinalizados, tomei como base Liddell (2003) e Dudis (2007), que analisaram demonstrações em discursos em língua de sinais americana (ASL), e McCleary & Viotti (2010, 2011, 2014), que analisaram narrativas em libras. A partir da aproximação entre os trabalhos desses autores, foi possível observar: i) as ocorrências de demonstrações em diferentes níveis discursivos; e ii) a relevância de considerar o nível do narrador nas análises de ocorrências de demonstração. A narrativa analisada, intitulada \"Bolinha de Ping Pong\", foi transcrita no software ELAN seguindo o modelo de transcrição proposto por McCleary, Viotti & Leite (2010). A análise trouxe evidências de que a demonstração é uma estratégia discursiva central em narrativas sinalizadas, e que contar histórias fluentemente envolve, em grande medida, a habilidade no uso de demonstração, integrada com outras estratégias narrativas. / This thesis aims at presenting a study of uses of demonstration in a narrative in Brazilian Sign Language (Libras). The study is based on the idea that the co-presence of the participants involved in any interaction influences the way in which the narrative is expressed and interpreted (McCleary 2011; McCleary & Viotti 2014). The analysis of the elements involved in the use of demonstrations along the narrative is based on a multimodal approach. In order to describe the multimodality in face-to-face interaction, I have used models put forward by Clark (1996) and Hutchins (2010). These authors suggest that participants in any interaction coordinate themselves to perform joint activities. According to that approach, demonstration crucially involves two aspects: i) the ability to coordinate the joint imagination of elements of the narrative such as scenarios, characters, actions, events, etc; and ii) the use of the body, different kinds of gesture and the space as tools during that construct the imaginative act in the interaction. For the study of demonstrations in signed discourses, specifically, I based my analyses on Liddell (2003) and Dudis (2007), who described the use of demonstration in discourses in American Sign Language, and on McCleary & Viotti (2010, 2011, 2014), who analyzed narratives in Libras. Based on these authors, it was possible to observe: i) the uses of demonstrations are different levels of narrative discourse; ii) the relevance of taking into account the narrator level to the analysis of uses of demonstration. The analyzed narrative entitled Ping Pong ball was transcribed using the software ELAN, following the model proposed in McCleary, Viotti & Leite (2010). The analysis implies that demonstration is a central discursive strategy in signed narratives, and that, to a great extent, fluency in signing stories involves the ability to use demonstrations, integrated with other narrative strategies.

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, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.

As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, community colleges have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students who fit this highrisk profile. Despite the promise and potential of online delivery systems, studies have associated distance education with higher student withdrawal rates. In addition, research has indicated that online students tend to earn lower grades than students in comparable face-to-face classes. The existence of contrasting findings in the literature exposes the need for additional empirical research relative to the overall success of students in online courses, as well as on factors associated with success in distance education. This is especially true for community college students. The purpose of this study was to determine if significant differences existed in student success at the community college level in online courses as compared to face-to-face courses. In addition, the researchers investigated the relationship between selected demographic, academic, enrollment, and external environmental factors and student success in online courses. The study involved secondary data analysis of quantitative data relevant to students enrolled in course sections taught by instructors who taught both online and face-to-face sections of the same course within the same semester from fall 2012 through spring 2015. The target population included 4,604 students enrolled at a public 2-year community college located in Tennessee. Results indicated there was a significant difference in success between students taking a course online and students taking a course face-to-face. Also, there was a significant difference in success based on instructional method when the following factors were considered: age group, gender, student academic classification, and Pell Grant eligibility status. There was no significant difference in success based on instructional method when first-generation college student status was considered.

The obesity epidemic remains a serious issue in the United States leading to significant public health implications and costs. Few weight loss interventions paring mobile technology with face-to-face interventions have been conducted in rural communities. Yet, mobile technology interventions offer good potential for delivery but it is unclear if the combination of these weight loss strategies are beneficial. This study sought to examine how integrating mobile technology with face-to-face weight loss interventions in rural communities affects weight loss. Additionally, to determine if mobile technology paired with face-to-face interventions could increase autonomous and controlled motivation levels among adults in rural Kentucky. The addition of mobile technology with face-to-face intervention provided no significant interaction effect for weight loss compared to the mobile technology group alone. However, a group and time effect was observed for weight loss change. An interaction effect for autonomous motivation indicated that neither group changed independently, but comparing their change over time, the intervention group increased while the control group decreased. A time effect was found as controlled motivation decreased from baseline to final. Future research is required to develop weight loss interventions using technology and face-to-face strategies that may enhance motivation and weight loss outcomes.

Although a mandate was given in an urban southern university for instructors in the Adult Professional Studies Program (APS) to begin transitioning their face-to-face courses to online curricula, few courses have been converted. The purpose of this case study was to determine APS instructors' perceptions of developing and transitioning face-to-face courses to an online format. Lewin's change theory and force field analysis provided the conceptual framework for this study. The research questions concerned the faculty's perceptions of developing and transitioning courses to an online format. A purposeful sample of fulltime and adjunct faculty, with different levels of expertise in online courses within the APS department was invited to participate. Semistructured interview data from these faculty (n = 9) - were analyzed manually using color coding to determine the needs and barriers for instructors transitioning their face-to-face courses to online curricula. According to the study findings, the APS faculty saw value in online education, but perceived many obstacles that keep them from fully investing into this type of instruction. 10 themes were identified through data analysis in this study. These themes were used to create a 3-day professional development (PD) project for faculty members in the APS to assist educators in creating appropriate innovations for teaching and learning in an online setting. Creating a comprehensive, 3-day PD training for APS staff and faculty that address barriers noted in the findings of the study and diverse learning opportunities created learning opportunities for nontraditional students in the APS.