Teacher Technology Use and Student Evaluations: The Moderating Role of Content Area

2008 ◽  
Vol 36 (3) ◽  
pp. 305-317 ◽  
Author(s):  
Nancy E. Frye ◽  
Michele M. Dornisch
Keyword(s):  
Technology Use ◽  
Student Evaluations ◽  
Content Area ◽  
Teacher Technology ◽  
Teacher Technology Use ◽  
Moderating Role

Examining Teacher Technology Use

2003 ◽  
Vol 54 (4) ◽  
pp. 297-310 ◽  
Author(s):  
Michael Russell ◽  
Damian Bebell ◽  
Laura O'Dwyer ◽  
Kathleen O'Connor
Keyword(s):  
Technology Use ◽  
Teacher Technology ◽  
Teacher Technology Use

scholarly journals COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Sania Usmani
Keyword(s):  
Online Education ◽  
Blended Learning ◽  
Technology Use ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Technology Learning ◽  
Research Technology ◽  
The Impact ◽  
Moderating Role

This paper presents the Revised Community of Inquiry (RCoI) framework to identify different aspects of learning presence (Learner, Teaching, Social and Cognitive presence) in a blended learning course. RCoI framework emphasizes on the roles of stakeholders in online education. This research tested the impact of RCoI on Students Learning with the moderating role of Technology (Learning Management System). The data was collected from 462 students in different universities in Karachi, Pakistan. Results identified that there is a positive relationship of RCoI and Technology Use (LMS) on Students Learning in a Blended/Hybrid course. Further, there was one moderating role of technology Use (LMS) found in this research. Technology moderates the relationship between Cognitive presence and Students Learning. It shows that technology reduces the cognitive presence of students and reduces their effective learning. They are lesser involved in critical thinking and problem solving as compared to classroom teaching.

Testing the Strain Theory of Suicide – The Moderating Role of Social Support

Crisis ◽  
2020 ◽  
Vol 41 (2) ◽  
pp. 82-88 ◽  
Author(s):  
Bob Lew ◽  
Ksenia Chistopolskaya ◽  
Yanzheng Liu ◽  
Mansor Abu Talib ◽  
Olga Mitina ◽  
...  
Keyword(s):  
Social Support ◽  
Suicidal Behavior ◽  
Online Survey ◽  
Perceived Social Support ◽  
Strain Theory ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Psychological Strains ◽  
Moderating Role

Abstract. Background: According to the strain theory of suicide, strains, resulting from conflicting and competing pressures in an individual's life, are hypothesized to precede suicide. But social support is an important factor that can mitigate strains and lessen their input in suicidal behavior. Aims: This study was designed to assess the moderating role of social support in the relation between strain and suicidality. Methods: A sample of 1,051 employees were recruited in Beijing, the capital of China, through an online survey. Moderation analysis was performed using SPSS PROCESS Macro. Social support was measured with the Multidimensional Scale of Perceived Social Support, and strains were assessed with the Psychological Strains Scale. Results: Psychological strains are a good predictor of suicidality, and social support, a basic need for each human being, moderates and decreases the effects of psychological strains on suicidality. Limitations: The cross-sectional survey limited the extent to which conclusions about causal relationships can be drawn. Furthermore, the results may not be generalized to the whole of China because of its diversity. Conclusion: Social support has a tendency to mitigate the effects of psychological strains on suicidality.

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