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- Arbaugh, J.B, et al.
(författare)
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Developing a community of inquiry instrument : testing a measure of the Community of Inquiry framework using a multi-institutional sample
- 2009
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 11:3-4, s. 133-136
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on the multi-institutional development and validation of an instrument that attempts to operationalize Garrison, Anderson and Archer's Community of Inquiry (Col) framework (2000). The results of the study suggest that the instrument is a valid, reliable, and efficient measure of the dimensions of social presence and cognitive presence, thereby providing additional support for the validity of the Col as a framework for constructing effective online learning environments. While factor analysis supported the idea of teaching presence as a construct, it also suggested that the construct consisted of two factors-one related to course design and organization and the other related to instructor behavior during the course. The article concludes with a discussion of potential implications of further refinement of the Col measures for researchers, designers, administrators, and instructors.
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- Cleveland-Innes, Marta, et al.
(författare)
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Learner independence and interdependence in online communities of inquiry : The case for teaching presence
- 2007. - 13
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Ingår i: Exemplary research in distance education, e-learning, and on related competence issues. - : Bibliotheks- und Informationssystem der Universität Oldenburg. ; , s. 91-107
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Konferensbidrag (refereegranskat)abstract
- Historically, a core value of distance education has been independent study shaped by oftenrigorous design protocols and support structures of the educational institution. However, morerecently, distance education appears to be in a process of re-examining the teaching and learningprocess. Peters (2002) states that education in general is experiencing a “radical and far-reachingrestructuring process …” (p. 26) and will have a disproportionate effect on distance education.According to Peters (2002), “the digital revolution has already begun and is well underway indistance education” (p. 34). Much of this centers around access and interactivity and “how usefulit is to become members of virtual communities of students” (Peters, 2002, p. 35). What is notclear is the exact nature of these interactions and communities and how these changes will modifythe core value of distance education – learner independence.The core question here is: to what degree should online distance education hold to the ideal ofindependent study? An argument is made for the importance of considering both learner independenceand interdependence in an online learning environment. Evidence is presented regarding theimportance of teaching presence in the determination of the role of online learner, particularly asit relates to independence and interdependence. Novice online learners and their instructors werequestioned regarding their reaction to the experience of being online. Responses were examinedin relation to the perceived need for learner independence and interdependence in onlinecommunities of inquiry.
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- Cleveland-Innes, Marta, et al.
(författare)
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The role of learner in an online community of inquiry : Instructor support for first time online learners
- 2009
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Ingår i: Web-Based Learning Solutions for Communities of Practice. - : IGI Global. - 9781605667119 - 1605667110 ; , s. 167-184
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Bokkapitel (refereegranskat)abstract
- Students experiencing an online educational community for the first time experience adjustment in therole of learner. Findings from a study of adjustment to online learning from the instructor’s point ofview validate five main areas of adjustment identified in previous research: technology, instructor role,modes of interaction, self-identity and course design. Using a confirmatory research model, instructorsfrom two open and distance institutions were interviewed. Data confirmed that instructors also perceiveadjustment in the five areas of online experience identified by students. In addition, student adjustmentin these five areas can be understood in light of core dimensions of learner role requirements in anonline community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provideunderstanding of the experience of online learners, including the challenges, interventions and resolutionsthat present themselves as unique incidents. Recommendations for the support and facilitation ofadjustment are made. Funding for this research was received from the Athabasca University MissionCritical Research Fund.
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- Forabosco, P., et al.
(författare)
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Meta-analysis of genome-wide linkage studies of systemic lupus erythematosus
- 2006
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Ingår i: Genes and Immunity. - : Springer Science and Business Media LLC. - 1466-4879 .- 1476-5470. ; 7:7, s. 609-614
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Tidskriftsartikel (refereegranskat)abstract
- A genetic contribution to the development of systemic lupus erythematosus (SLE) is well established. Several genome-wide linkage scans have identified a number of putative susceptibility loci for SLE, some of which have been replicated in independent samples. This study aimed to identify the regions showing the most consistent evidence for linkage by applying the genome scan meta-analysis (GSMA) method. The study identified two genome-wide suggestive regions on 6p21.1-q15 and 20p11-q13.13 (P-value=0.0056 and P-value=0.0044, respectively) and a region with P-value<0.01 on 16p13-q12.2.The region on chromosome 6 contains the human leukocyte antigen cluster, and the chromosome 16 and 20 regions have been replicated in several cohorts. The potential importance of the identified genomic regions are also highlighted. These results, in conjunction with data emerging from dense single nucleotide polymorphism typing of specific regions or future genome-wide association studies will help guide efforts to identify the actual predisposing genetic variation contributing to this complex genetic disease.
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- Klionsky, Daniel J., et al.
(författare)
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Guidelines for the use and interpretation of assays for monitoring autophagy in higher eukaryotes
- 2008
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Ingår i: Autophagy. - : Landes Bioscience. - 1554-8627 .- 1554-8635. ; 4:2, s. 151-175
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Forskningsöversikt (refereegranskat)abstract
- Research in autophagy continues to accelerate,1 and as a result many new scientists are entering the field. Accordingly, it is important to establish a standard set of criteria for monitoring macroautophagy in different organisms. Recent reviews have described the range of assays that have been used for this purpose.2,3 There are many useful and convenient methods that can be used to monitor macroautophagy in yeast, but relatively few in other model systems, and there is much confusion regarding acceptable methods to measure macroautophagy in higher eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers of autophagosomes versus those that measure flux through the autophagy pathway; thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from fully functional autophagy that includes delivery to, and degradation within, lysosomes (in most higher eukaryotes) or the vacuole (in plants and fungi). Here, we present a set of guidelines for the selection and interpretation of the methods that can be used by investigators who are attempting to examine macroautophagy and related processes, as well as by reviewers who need to provide realistic and reasonable critiques of papers that investigate these processes. This set of guidelines is not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to verify an autophagic response.
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