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eHealth Literacy and Cyberchondria Severity Among Undergraduate Students: Mixed Methods Study

JMIR Formative Research 2025年 9卷 e63449页

作者： Hsu, Wan-Chen Center for Teaching & Learning Development National Kaohsiung University of Science and Technology Yanchao District Kaohsiung Taiwan

Background: With the development of the internet, health care websites have become increasingly important by enabling easy access to health information, thereby influencing the attitudes and behaviors of individuals toward health issues. However, few studies have addressed public access to health information and self-diagnosis. Objective: This study investigated the background factors and status of cyberchondria severity among college students by conducting a nationwide sample survey using the Cyberchondria Severity Scale. Further, we explored the perspective of eHealth literacy of those with scores higher than 1 SD from the mean by analyzing their recent experiences using web-based health information. Methods: A nationally representative sample of college students was surveyed, and 802 valid responses were obtained (male: 435/802, 54.2%;female: 367/802, 45.8%;mean age 20.3, SD 1.4 years). The Cyberchondria Severity Scale was used, which consisted of 4 dimensions (increased anxiety, obsessive-compulsive hypochondria, perceived controllability, and web-based physician-patient interaction). Additionally, we recruited 9 volunteers who scored more than 1 SD above the mean for in-depth interviews on their web-based health information–seeking behaviors. Results: Significant differences were found across the 4 dimensions of cyberchondria severity (F_3,2403=256.26;P<.001), with perceived controllability scoring the highest (mean 2.75, SD 0.87) and obsessive-compulsive hypochondria scoring the lowest (mean 2.19, SD 0.77). Positive correlations were observed between perceived controllability, web-based physician-patient interactions, increased anxiety, and obsessive-compulsive hypochondria (r=0.46-0.75, P<.001). Regression analysis indicated that health concern significantly predicted perceived controllability (β coefficient=0.12;P<.05) and web-based physician-patient interaction (β coefficient=0.16;P<.001). Interview data revealed that students often experienced he

关键词： college students compucondria cyberchondria eHealth literacy health information seeking undergraduate student web-based health information

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Advancing the First-Gen Conversation: The Journal of First-generation Student Success Celebrates 5 Years

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Journal of First-generation Student Success 2025年第1期5卷 1-9页

作者： Jehangir, Rashné Mitic, Radomir Ray Saichaie, Kem Wallace, Jason K. College of Education and Human Development University of Minnesota–Twin Cities Minneapolis MN United States Educational Policy Planning and Leadership William & Mary Williamsburg VA United States Teaching & Learning Center University of California Los Angeles Los Angeles CA United States College of Education Mississippi State University Mississippi State MS United States

In this commentary, members of the editorial team of the Journal of First-generation Student Success (JFGSS) reflect on the history, current state, and future directions of the Journal. They discuss drivers that led to the inception of JFGSS and underpin its philosophy. The editors present data associated with trends in readership, article topics, and publication types. They also share efforts to expand access to the JFGSS. The article closes with a look ahead at the issues, methods, and areas of interest germane to the first-generation experience in higher education across roles, intersecting identities, and communities supporting them. © 2025 The Author(s). Published with license by Taylor & Francis Group, LLC.

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Supporting preschool teachers’ social-emotional competencies and “lenses” for challenging behavior in Virginia’s early childhood mental health consultation program

Social and Emotional Learning: Research, Practice, and Polic...

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Social and Emotional learning: Research, Practice, and Policy 2025年 5卷

作者： Ann M. Partee Ann S. Lhospital Sarah A. Hammond Amanda P. Williford Jason T. Downer Center for Advanced Study of Teaching and Learning School of Education and Human Development University of Virginia USA

This paper introduces the Lenses for Children and Families tool, a practitioner-friendly framework to understand and promote teacher attributions for challenging behavior—or how teachers perceive behaviors. We first argue that teacher attributions for challenging behavior are an important social-emotional competency, and that to shift attributions, teachers draw on other social-emotional competencies including self-awareness, emotion regulation, and perspective taking. Then, we describe how the Lenses tool was used to help early childhood teachers notice and shift their attributions for children’s challenging behaviors as part of the Virginia Early Childhood Mental Health Consultation pilot program. We illustrate examples of teachers and consultants using the Lenses tool through short vignettes drawn from actual cases. We conclude by providing considerations for practitioners interested in addressing teachers’ attributions for challenging behavior as part of their work to support teachers’ social-emotional competencies.

关键词： Preschool Early childhood Teacher social-emotional competencies Challenging behaviors Behavior attributions Mental health consultation

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Maternal perspectives on COVID-19 kindergarten learning impacts: a qualitative study of families with low income

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Discover Education 2025年第1期4卷 1-16页

作者： Turnbull, Khara L. P. Jaworski, Brianna Cubides Mateus, Deiby Mayaris Coolman, Frances L. LoCasale-Crouch, Jennifer Moon, Rachel Y. Hauck, Fern R. Kellams, Ann Colson, Eve R. School of Education and Human Development Center for Advanced Study of Teaching and Learning University of Virginia PO Box 800784 Charlottesville 22908 VA United States Department of Pediatrics University of Virginia School of Medicine Charlottesville Charlottesville VA United States Department of Family Medicine University of Virginia School of Medicine Charlottesville VA United States Department of Pediatrics WashU Medicine St. Louis MO United States Present Affiliation College of Education University of South Florida Tampa FL United States Present Affiliation School of Education Virginia Commonwealth University Richmond VA United States

In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households;and (2) Factors that mitigated or exacerbated impacts on learning. We conducted a qualitative study with 22 mothers of low-income households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, mothers reflected on their experiences during the 2020–21 school year. We used an iterative approach for developing and revising codes and themes emerging from the transcribed interview data until we reached thematic saturation. Many mothers noted negative learning impacts, but some noted positive impacts that they attributed to active parental engagement in their child’s learning. Mothers described several family-level and school-level supports and barriers to their child’s learning. Fewer mothers described supports and barriers pertaining to their social circle or their larger community. The most commonly reported supports included: economic and social supports that allowed the time and financial means to engage actively in their child’s learning, mental health supports to strengthen family functioning, and regular, timely, and open home-school communication. © The Author(s) 2025.

关键词： COVID-19 pandemic Home learning environment Kindergarten Parents' experiences Qualitative

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Graphical interfaces for young children in a software-based mathematics curriculum

Graphical interfaces for young children in a software-based ...

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Conference on Human Factors in Computing Systems, CHI 1994

作者： Berkovitz, Joe Center for Learning Teaching and Technology Education Development Center 55 Chapel St. NewtonMA02160 United States

ISBN: (纸本)0897916514

In designing a software-based elementary mathematics curriculum, we have created a family of graphical interfaces for manipulating mathematical objects. This case study describes part of our design, highlighting some issues of interest to the HCI community. We designed a small but flexible set of general interface mechanisms, adapting them to various instructional contexts. A design goal was to meet the needs of both young and adult users without reinventing familiar styles of interaction. User testing then helped us identify a parsimonious set of adaptations needed for children. Among other results this led to a significantly improved form of marquee selection. © 1994 ACM.

关键词： Ergonomics

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Post-secondary educators' professional development: Investigation of an online approach to enhancing teaching and learning

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Internet and Higher Education 2005年第4 SPEC. ISS.期8卷 279-289页

作者： Schrum, Lynne Burbank, Mary D. Engle, Jonathan Chambers, Jack A. Glassett, Kelly F. Department of Teaching and Learning University of Utah 1705 E. Campus Center Dr. Salt Lake City UT 84112 United States Office of Learning Technologies and Professional Development Florida Community College Jacksonville United States

Faculty in post-secondary institutions must continually reassess, refine, and revise their teaching, yet it is a challenge for them to gain this professional development with heavy teaching responsibilities and high demands on their time. Creating Optimum learning Environments (CREOLE) is a collaborative project between one community college and one university to develop an online training program for post-secondary education faculty on the basic principles of teaching and learning and the development of online courses. Four independent modules were developed and taught in a one semester format for educators throughout the U.S. The goal of this research was to identify the strenghts and challenges of this course;determine the changes in pedagogical practice of the participating faculty members;and to examine the resulting changes in participants' course materials to reflect learning and motivation theories, and appropriate online learning strategies. Methods included pre- and post-surveys of the participants, interviews, document analysis, and instructors' reflections. Results demonstrated high expectations from all participants, difficulty in forming a sustained learning community, continuing challenge in technological aspects, and requirement for intense instructor involvement to maintain morale. © 2005 Elsevier Inc. All rights reserved.

关键词： Professional aspects

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Equity-Oriented learning Design: An Entangled Future

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Postdigital Science and Education 2024年第1期6卷 173-193页

作者： Gachago, Daniela Bali, Maha Pallitt, Nicola Centre for Innovation in Learning and Teaching Centre for Higher Education Development University of Cape Town Private Bag X3 Rondebosch 7701 South Africa Center for Learning and Teaching American University in Cairo Cairo Egypt Centre for Higher Education Research Teaching and Learning (CHERTL) Rhodes University Grahamstown South Africa

There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement. © The Author(s) 2023.

关键词： ChatGPT Emergence Equity oriented Higher education learning design learning designers Postdigital Posthumanism

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Children and Materialities 1

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丛书名： Children: Global Posthumanist Perspectives and Materialist Theories

1000年

作者： Casey Y. Myers

ISBN: (数字)9789811381683

ISBN: (纸本)9789811381676;9789811381706

This book makes the case for young children as both keenly materially aware of and highly dependent on sets of interrelated material-discursive circumstances. It argues that long-term engagement with children around the topic of meaning-matter relations upends many taken-for-granted notions of consumption, self-regulation, knowledge production, and what constitutes quality of life within a school setting.;The book provides complex accounts of agency on multiple scales - the capability of children to shape and share research, the force of objects, stuff, and things to impact the "social" workings of a classroom, and the impact of nonhuman animals on the trajectory of the ways in which children relate to each other.;This work makes a significant contribution to both theoretical conceptions and practical enactments of childhoods, productively addressing the many contradictions inherent in a posthuman and participatory approach to researching with young children. It also offers insights into how the everyday materialities of children’s classrooms (and their complex representations) are capable of disrupting the common-sense order of things.

关键词： Early Childhood Education Child and School Psychology Educational Philosophy Research Methods in Education

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A framework for mobile learning for the enhancement of learning in higher education 22

A framework for mobile learning for the enhancement of learn...

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22nd International Conference on Computers in Education, ICCE 2014

作者： Barreh, Kadar Abdillahi Abas, Zoraini Wati Faculty of Science University of Djibouti Djibouti Center for Learning Teaching and Curriculum Development Universitas Siswa Bangsa Internasional Jakarata Indonesia

ISBN: (纸本)9784990801434

As mobile learning has become ubiquitous, many higher education institutions have embarked on a number of mobile learning initiatives to support their traditional learning modes. The main purpose of this study is to provide a framework for mobile learning for the enhancement of learning in higher education based on the research conducted among students at the University of Djibouti. In order to meet the objective of this study, the research will use qualitative and quantitative research methods. While the entire gamut of mobile technologies and its academic applications needs to be considered, special emphasis and focus will be provided to Short Message Services (SMS) and most popular social network sites such as Facebook, which is widely used for recreation. This study highlights how mobile learning using SMS and Facebook could work hand-in hand with classroom learning in order to support student learning in higher education.

关键词： Students

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Responding to “Inquiry and Practice” in the 2019 Curriculum Guidelines: A Dual-Practice Approach to a teaching Practice Course in Teacher Education

Journal of Research in Education Sciences

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Journal of Research in Education Sciences 2023年第3期68卷 239-273页

作者： Fwu, Bih-Jen Li, Guan-Ying Center for Teacher Education & Center for Teaching and Learning Development National Taiwan University Taiwan Center for General Education & Center for Teaching and Learning Development National Taiwan University Taiwan

In 2019, the Ministry of Education of Taiwan introduced new guidelines for the 12-year basic education. The 2019 curriculum guidelines emphasize the importance of inquiry and practice and transdisciplinarity. Student teachers are expected to develop collaborative skills across disciplines;integrate curriculum, instruction, and assessment;and acquire the ability to design and implement inquiry-based courses. However, few empirical studies have examined how teacher education programs have adapted to the new curriculum guidelines or whether adaptation to the guidelines has been effective. In Finland, phenomenon-based learning has emerged as a promising approach, which aligns with the objectives of the 2019 guidelines. This study incorporated phenomenon-based learning into the design and implementation of a dual-practice approach to a teaching practice course. The first part of the course involved an inquiry project to prepare student teachers for the second part of the course, which involved designing and implementing a 5-week microcourse called Inquiry 101 for high school students. The present study examined whether this teaching practice course enhanced student teachers’ transdisciplinary inquiry skills and their ability to integrate curriculum, instruction, and assessment. 2. Literature Review Inquiry-based learning has been promoted across disciplines (Chang et al., 2011;Selby, 2006;VanSledright, 2010;Wineburg, 2001). However, previous studies have shown that in-service teachers might not be adequately prepared for this new pedagogical approach and have highlighted the importance of integrating the new approach into teacher education (Khalaf & Zin, 2018;Levy et al., 2013). Teachers in Taiwan often face greater challenges than those in other countries;they are expected to teach and implement inquiry in a transdisciplinary setting according to the 2019 guidelines. As a curriculum reform, Finland recently introduced phenomenon-based learning, which aims to enhance stu

关键词： inquiry phenomenon-based learning teacher professional competence the 2019 curriculum guidelines trans-disciplinary

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