scholarly journals Adolescents' technology and face-to-face time use predict objective sleep outcomes

Sleep Health ◽  
2017 ◽  
Vol 3 (4) ◽  
pp. 276-283 ◽  
Author(s):  
Royette Tavernier ◽  
Jennifer A. Heissel ◽  
Michael R. Sladek ◽  
Kathryn E. Grant ◽  
Emma K. Adam
Keyword(s):  
Time Use ◽  
Face To Face ◽  
Face Time

Time Use, Disability, and Mobility of Older Americans

2017 ◽  
Vol 2650 (1) ◽  
pp. 58-65 ◽  
Author(s):  
Moyin Li ◽  
Nebiyou Tilahun
Keyword(s):  
Life Satisfaction ◽  
Time Use ◽  
Travel Behavior ◽  
Leisure Time ◽  
Leisure Activities ◽  
Negative Relationship ◽  
Time Data ◽  
Older Americans ◽  
Face To Face ◽  
Face Time

This study explored how disability, mobility, social and leisure engagement, and travel behavior influence older people’s life satisfaction. The study used the 2013 Disability and Use of Time data for people ages 50 years and older, many of whom reported physical impairments. The study developed a model that related life satisfaction with various time use, disability, and mobility variables. Summary statistics of time use showed that as people aged, they spent more time on solitary, passive leisure activities; social face-to-face time did not seem to change very much. Alone passive leisure time use was especially large for those who experienced a physical mobility-related disability and were carless. The study used an ordinal logistic regression and found that longer alone leisure time uses were associated with lower life satisfaction. Life satisfaction was positively affected by transportation variables, such as vehicle availability. The study also found that social face-to-face time use had a weak positive relationship with life satisfaction, and technology-mediated social activities had a strong negative relationship with life satisfaction.

Contradictions and Expansive Transformation in the Activity Systems of Higher Education International Students in Online Learning

2018 ◽  
pp. 1363-1398
Author(s):  
Elizabeth Murphy ◽  
María A. Rodríguez-Manzanares
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Self Regulation ◽  
Teaching Presence ◽  
Activity System ◽  
Face To Face ◽  
Socially Constructed ◽  
Real Presence ◽  
Constructivist Perspective ◽  
Face Time

This chapter features a description of three contradictions (i.e., disconnects) in the activity system of international higher education students in online learning. These disconnects are interpreted in relation to the constructs of teaching presence, real presence, and social and cultural presence and analyzed in terms of their origins in face-to-face, time- and place-dependent contexts of learning. Teaching presence is the external (to the student) regulation and management of learning, real presence is the sensory-rich character of learning, and social and cultural presence relate to specific types of interactions and communication that occur in conjunction with learning. Learning presence reflects a constructivist perspective that values socially-constructed forms of knowledge and self-regulation. The chapter follows with a description of how the disconnects can be bridged and the activity system expanded.

Out of Sight, Out of Mind

2005 ◽  
pp. 13-21
Author(s):  
Robert Jones ◽  
Rob Oyung ◽  
Lisa Shade Pace
Keyword(s):  
Virtual Teams ◽  
Virtual Team ◽  
Conventional Wisdom ◽  
Golf Course ◽  
Team Members ◽  
Upper Management ◽  
Face To Face ◽  
Water Cooler ◽  
Face Time ◽  
The Universe

Conventional wisdom often cites that individuals cannot advance their career without putting in daily face-to-face time with their managers; thus, members of virtual teams are inevitably less successful at career development than their co-located colleagues. Virtual team members lose out on the informal interactions that typically occur in the lunchroom, in the hallway, at the water cooler, and on the golf course; therefore, they are essentially out of sight, out of mind. Furthermore, conventional wisdom postulates, it is impossible to get the attention of upper management without these interactions, and people believe that if you want to advance, you will move to the companies selected “center of the universe” where the largest concentration of employees reside. This chapter will discuss the potential drivers behind the following myths that focus on this potential out-of-sight, out-of-mind dynamic, and will document some of the techniques that we’ve observed that help reduce the potential impact of the reduced face-to-face time that is inevitable with the implementation of virtual teams within an organization.

Conducting Goals-of-Care Discussions Takes Less Time Than Imagined

2020 ◽  
Vol 16 (12) ◽  
pp. e1499-e1506
Author(s):  
Sofya Pintova ◽  
Ryan Leibrandt ◽  
Cardinale B. Smith ◽  
Kerin B. Adelson ◽  
Jason Gonsky ◽  
...  
Keyword(s):  
Cancer Progression ◽  
High Quality ◽  
Goals Of Care ◽  
Coaching Model ◽  
Face To Face ◽  
Significant Difference ◽  
Encounter Time ◽  
Face Time ◽  
To Receive

PURPOSE: To describe the length of encounter during visits where goals-of-care (GoC) discussions were expected to take place. METHODS: Oncologists from community, academic, municipal, and rural hospitals were randomly assigned to receive a coaching model of communication skills to facilitate GoC discussions with patients with newly diagnosed advanced solid-tumor cancer with a prognosis of < 2 years. Patients were surveyed after the first restaging visit regarding the quality of the GoC discussion on a scale of 0-10 (0 = worst; 10 = best), with ≥ 8 indicating a high-quality GoC discussion. Visits were audiotaped, and total encounter time was measured. RESULTS: The median face-to-face time oncologists spent during a GoC discussion was 15 minutes (range, 10-20 minutes). Among the different hospital types, there was no significant difference in encounter time. There was no difference in the length of the encounter whether a high-quality GoC discussion took place or not (15 v 14 minutes; P = .9). If there was imaging evidence of cancer progression, the median encounter time was 18 minutes compared with 13 minutes for no progression ( P = .03). In a multivariate model, oncologist productivity, patient age, and Medicare coverage affected duration of the encounter. CONCLUSION: Oncologists can complete high-quality GoC discussions in 15 minutes. These data refute the common misperception that discussing such matters with patients with advanced cancer requires significant time.

scholarly journals Respon Siswa Terhadap Pembelajaran Tarkib Berbasis Mind Mapping di Masa Pandemi Covid-19

2021 ◽  
Vol 23 (1) ◽  
pp. 67
Author(s):  
Darsa Muhammad ◽  
Muassomah Muassomah
Keyword(s):  
Data Collection ◽  
Learning Strategies ◽  
Learning Model ◽  
Time Duration ◽  
Mind Mapping ◽  
Face To Face ◽  
Analysis Technique ◽  
Data Source ◽  
The Mind ◽  
Face Time

This research aims to show the practice of tarkib learning using mind mapping learning strategies and determine the students' responses to applying the learning model at MA Almaarif Singosari Malang. This learning process has a limited duration of learning meetings during the Covid-19 pandemic. This research is qualitative and descriptive. The data source consisted of students of class XII MIA 3 second session of MA Almaarif Singosari Malang. Data collection techniques were carried out by interview, questionnaire, and documentation. The data validation is used the triangulation technique. The data analysis technique is used the Mile and Huberman, namely: data collection and checking, data reduction, data presentation, and inference. This study's results indicate that students' positive responses to the application of the mind mapping learning model in tarkib learning were much higher than the negative responses. Therefore, seen from the perspective of student responses, the mind mapping learning model is suitable for tarkib learning in class, especially for courses with limited face-to-face time duration.

The Effects of Flipping an English for Academic Purposes Course

2019 ◽  
Vol 11 (1) ◽  
pp. 26-41 ◽  
Author(s):  
Christopher Hughes
Keyword(s):  
Objective Assessment ◽  
English For Academic Purposes ◽  
Video Production ◽  
Flipped Learning ◽  
Face To Face ◽  
Effective Learning ◽  
Effective Learning Environments ◽  
Competency Based ◽  
Assessment Outcomes ◽  
Face Time

This article addresses the lack of research into the effects of flipping tertiary level English for Academic Purposes courses. An experimental method was used to compare the outcomes and satisfaction of students (n=29) enrolled in a flipped and a traditional version of an Advanced Presentation and Discussion course at a university in South Korea. Results show that students in the traditionally taught class achieved better objective assessment outcomes, students in the flipped class achieved better competency-based assessment outcomes, and satisfaction was the same. These findings are of interest because they confirm some previous assertions about flipped learning while contradicting others. It is suggested that instructors need to consider the instructional design, video production, use of face-to-face time, and audience-specific considerations at the outset of establishing a course in order to develop effective learning environments.

scholarly journals The flipped classroom: A learning model to increase student engagement not academic achievement

2017 ◽  
Vol 8 (2) ◽  
pp. 43-53 ◽  
Author(s):  
Masha Smallhorn
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Student Attendance ◽  
Face To Face ◽  
Online Videos ◽  
Before And After ◽  
The Face ◽  
Face Time ◽  
The Impact

A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.

Blending in the Humanities

2015 ◽  
pp. 697-712
Author(s):  
Astrid Klocke ◽  
Danielle Hedegard
Keyword(s):  
Resistance To Change ◽  
Learning Technology ◽  
Model Assessment ◽  
Face To Face ◽  
Recent Emergence ◽  
Meaningful Engagement ◽  
Change In Higher Education ◽  
Face Time ◽  
Blended Course ◽  
Unique Context

Does technology de-place opportunities for meaningful engagement? Is the reduction of face-to-face time in a blended course a loss to students? And if so, what students are most affected by this shift? Can a blended course only work in disciplines that rely on teaching “facts” or can the recent emergence of digital humanities serve as a framework and provide disciplinary-specific insights for the use of teaching technology in the humanities? This chapter explores the use of learning technology and blended design in an introductory humanities course. Further, the chapter presents a blended course model, assessment data, and ideas for contextual reflection about how change in higher education paradigms is affecting the humanities in order to address them in a cooperative, non-disruptive way. Finally, the unique context, assumptions, and causes for resistance to change in the humanities with regard to technology and blended pedagogy are discussed. This chapter is intended to help readers anticipate and address particular disciplinary perceptions of blended learning.

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