Building a Sense of Community Online: Rapport Building Activities for a Remote Learning Environment.
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ABSTRACT:
SUBMITTER: Gulati S
PROVIDER: S-EPMC8979152 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:BackgroundA Learning Health Care Community (LHCC) is a framework to enhance health care through mutual accountability between the health care system and the community. LHCC components include infrastructure for health-related data capture, care improvement targets, a supportive policy environment, and community engagement. The LHCC involves health care providers, researchers, decision-makers, and community members who work to identify health care needs and address them with evidence-based solutions. The objective of this study was to summarize the barriers and enablers to building an LHCC in rural areas.MethodsA systematic review was conducted by searching electronic databases. Eligibility criteria was determined by the research team. Published literature on LHCCs in rural areas was systematically collected and organized. Screening was completed independently by two authors. Detailed information about rural health care, activities, and barriers and enablers to building an LHCC in rural areas was extracted. Qualitative analysis was used to identify core themes.ResultsAmong 8169 identified articles, 25 were eligible. LHCCs aimed to increase collaboration and co-learning between community members and health care providers, integrate community feedback in health care services, and to share information. Main barriers included obtaining adequate funding and participant recruitment. Enablers included meaningful engagement of stakeholders and stakeholder collaboration.ConclusionsThe LHCC is built on a foundation of meaningful use of health data and empowers health care practitioners and community members in informed decision-making. By reducing the gap between knowledge generation and its application to practice, the LHCC has the potential to transform health care delivery in rural areas.
| S-EPMC11370021 | biostudies-literature
Project description:Teaching ecology effectively and experientially has become more challenging for at least two reasons today. Most experiences of our students are urban, and we now face the near immediate and continuing need to deliver courses (either partially or wholly) online because of COVID-19. Therefore, providing a learning experience that connects students to their environment within an ecological framework remains crucial and perhaps therapeutic to mental health. Here, we describe how prior to the pandemic we adapted our field-based laboratories to include data collection, analysis, and interpretation, along with the development of a citizen-science approach for online delivery. This design is simple to implement, does not require extensive work, and maintains the veracity of original learning outcomes. Collaboration online following field data collection in ecology courses within the context of cities offers further options to adapt to student experience levels, resource availability, and accessibility, as well as bringing instructors and students together to build an open well-curated data set that can be used in ecology courses where no laboratories are available. Finally, it promotes an open collaboration among ecology instructors that can drive lasting conversations about ecology curriculum.
| S-EPMC8057323 | biostudies-literature
Project description:ObjectivesSense of Community (SoC) refers to the cognitive or emotional connections established between physically separated learners; it is essential for study success. The recent COVID-19 pandemic highlighted the need for practical guidelines to facilitate building a SoC in online medical preclerkship education in the Netherlands. Therefore, this qualitative study aims to (a) examine perceptions of SoC from both students' and teachers' perspectives in an online elective course during the COVID-19 pandemic in order to (b) provide a conceptual framework with practical guidelines to medical educators on how to build SoC in online education.MethodsThe study had an exploratory qualitative design. Semi-structured focus groups with student (n = 15) and teacher (n = 5) volunteers were conducted. Participants discussed their experienced SoC using the storyline method. In addition, course developers (n = 2) were interviewed and lecturers (n = 5) wrote an experience story. Audio- and video-recordings were transcribed verbatim and both the ensuing transcripts and experience stories were analysed using an inductive thematic analysis.ResultsAll students experienced an increase of SoC during the eight-week course. Five themes were identified: 'social contacts made possible by a physical campus', 'group dynamics', 'teacher influence', 'education format' and 'teachers' Sense of Community'. The authors formulated challenges and practical guidelines on how to build SoC based on these themes.ConclusionsThis exploratory qualitative study provides a conceptual framework with practical guidelines for medical educators on how to build SoC in online medical preclerkship education. These guidelines provide a valuable starting point to build SoC in online education for medical educators and students alike.
| S-EPMC8359221 | biostudies-literature
Project description:This article presents new teaching methodologies implemented in subjects in the Ground Engineering Area. Specifically, it focuses on a series of activities carried out due to the appearance of the COVID-19 pandemic that resulted in restrictions on class attendance. The new teaching methodologies brought about substantial changes in the way students learn and are assessed. For the practice sessions, a series of videos were prepared so students could attend and take part in the laboratory practices remotely. As regards the final theory exam, a comprehensive multiple-choice question bank was made available to students prior to the exam to consolidate the concepts seen in the master classes, which we call training and learning. We evaluated the impact of these new methodologies, implemented during two academic years, through the analysis of voluntary and anonymous student surveys and a series of indicators related to the results of the final exams. After analyzing the impact of the new teaching methodologies, we conclude that students are positive about the video experience for laboratory practices, but only as a complementary activity to in-person laboratory sessions. The students also stated that they would like the multiple-choice question bank to continue to be available in successive academic years. Improvements in the final grades of the theory exams demonstrate the success of this new teaching methodology.
| S-EPMC10559076 | biostudies-literature
Project description:Building rapport during police interviews is argued as important for improving on the completeness and accuracy of information provided by witnesses and victims. However, little experimental research has clearly operationalised rapport and investigated the impact of rapport behaviours on episodic memory. Eighty adults watched a video of a mock crime event and 24-hours later were randomly allocated to an interview condition where verbal and/or behavioural (non-verbal) rapport techniques were manipulated. Memorial performance measures revealed significantly more correct information, without a concomitant increase in errors, was elicited when behavioural rapport was present, a superiority effect found in both the free and probed recall phase of interviews. The presence of verbal rapport was found to reduce recall accuracy in the free recall phase of interviews. Post-interview feedback revealed significant multivariate effects for the presence of behavioural (only) rapport and combined (behavioural + verbal) rapport. Participants rated their interview experience far more positively when these types of rapport were present compared to when verbal (only) rapport or no rapport was present. These findings add weight to the importance of rapport in supporting eyewitness cognition, highlighting the potential consequences of impoverished social behaviours for building rapport during dyadic interactions, suggesting 'doing' rather than simply 'saying' may be more beneficial.
| S-EPMC8362973 | biostudies-literature
Project description:The use of the rapport-building and supportive techniques formulated by the R-NICHD protocol is intended to support children and increase the quality of their statements as well as disclosures without possessing suggestive potential. While the effectiveness of the entire R-NICHD protocol for children who have actually experienced child sexual abuse (CSA) has been supported by research, to date no study assessed the effect of each individual socio-emotional interview technique in both interviewees with and without CSA experiences. The current study aimed to address this gap in research by means of an online vignette-study, asking participants to rate the identified rapport-building and supportive techniques on the scales well-being, willingness to talk, and perceived pressure. A total of 187 participants were randomly assigned to either a hypothetical "abused" or a hypothetical "not abused" group by means of a vignette-manipulation. The results suggest that many socio-emotional interview techniques were perceived as supportive and non-suggestive, while a number of techniques were perceived as not supportive but suggestive. Few differences emerged between the hypothetical "abused" group and the hypothetical "not abused" control group. To conclude, most but not all rapport-building and supportive techniques proposed by the R-NICHD protocol had a positive effect on interviewees.
| S-EPMC8333708 | biostudies-literature
Project description:Online communities are used across several fields of human activities, as environments for large-scale collaboration. Most successful ones employ professionals, sometimes called "community managers" or "moderators", for tasks including onboarding new participants, mediating conflict, and policing unwanted behaviour. Network scientists routinely model interaction across participants in online communities as social networks. We interpret the activity of community managers as (social) network design: they take action oriented at shaping the network of interactions in a way conducive to their community's goals. It follows that, if such action is successful, we should be able to detect its signature in the network itself. Growing networks where links are allocated by a preferential attachment mechanism are known to converge to networks displaying a power law degree distribution. Growth and preferential attachment are both reasonable first-approximation assumptions to describe interaction networks in online communities. Our main hypothesis is that managed online communities are characterised by in-degree distributions that deviate from the power law form; such deviation constitutes the signature of successful community management. Our secondary hypothesis is that said deviation happens in a predictable way, once community management practices are accounted for. If true, these hypotheses would give us a simple test for the effectiveness of community management practices. We investigate the issue using (1) empirical data on three small online communities and (2) a computer model that simulates a widely used community management activity called onboarding. We find that onboarding produces in-degree distributions that systematically deviate from power law behaviour for low-values of the in-degree; we then explore the implications and possible applications of the finding.
| S-EPMC6214248 | biostudies-other
Project description:The COVID-19 pandemic forced many courses to move online, presenting a particular challenge for hands-on laboratory courses. One such course in our Biotechnology track is an advanced Protein Interactions lecture/laboratory course. This 8-week course typically meets for 5 h a week in the laboratory space. For the Fall 2020 version of the course, first-person videos were produced for each of the laboratory experiments, and the corresponding experimental data produced by students in previous semesters were provided for the current students to analyze in their electronic lab notebooks and lab reports. Student perspectives and assessments were collected on course participants from Fall 2019 (in-person laboratories) and Fall 2020 (online laboratories) to compare experiences and outcomes. Analysis of the data shows that the online students appreciated the videos and gained self-confidence in the procedures, but maintained more misconceptions about the material. In addition to being unable to perform the hands-on experiments, other factors such as anxiety could also be interfering with the learning process under the pandemic conditions. The implementation process for the remote labs, student reactions, and lessons learned are discussed.
| S-EPMC10557494 | biostudies-literature
Project description:We used AdaBoost (AB), alternating decision tree (ADTree), and their combination as an ensemble model (AB-ADTree) to spatially predict landslides in the Cameron Highlands, Malaysia. The models were trained with a database of 152 landslides compiled using Synthetic Aperture Radar Interferometry, Google Earth images, and field surveys, and 17 conditioning factors (slope, aspect, elevation, distance to road, distance to river, proximity to fault, road density, river density, normalized difference vegetation index, rainfall, land cover, lithology, soil types, curvature, profile curvature, stream power index, and topographic wetness index). We carried out the validation process using the area under the receiver operating characteristic curve (AUC) and several parametric and non-parametric performance metrics, including positive predictive value, negative predictive value, sensitivity, specificity, accuracy, root mean square error, and the Friedman and Wilcoxon sign rank tests. The AB model (AUC = 0.96) performed better than the ensemble AB-ADTree model (AUC = 0.94) and successfully outperformed the ADTree model (AUC = 0.59) in predicting landslide susceptibility. Our findings provide insights into the development of more efficient and accurate landslide predictive models that can be used by decision makers and land-use managers to mitigate landslide hazards.
| S-EPMC7400293 | biostudies-literature
Project description:It is possible to focus medical genetics education by using a model that integrates the skills of end-user searching of the medical literature into the traditional course content. Since 1988, 313 first-year medical students were studied as they accessed MEDLINE to retrieve information about biochemical genetic disorders. Their search behavior was studied by analyzing data from the National Library of Medicine's traffic files. The skills that they initially learned were reinforced as they searched clinical genetics problem cases in the second-year pathology course, and these skills were consolidated in the third year when the students addressed specific patient-care questions in pediatrics. The students' perception of the value of this model was studied by analyzing questionnaires completed during the exercise. It was demonstrated that when students were taught the skills of accessing MEDLINE by computer, they could formulate a question, retrieve current information, critically review relevant articles, communicate effectively, and use these skills to contribute to patient care.
| S-EPMC1682177 | biostudies-other