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Post-COVID-19 Barriers and Attitudes Associated with Online College Course Selection
No full textDuring COVID-19 “lockdown” most high school and college students experienced a sudden ending of face-to-face classes and were forced into multiple, rapidly prepared online courses. These experiences produced students more knowledgeable about online education than ever before. With this came a degree of certainty regarding their future educational delivery preferences. This survey (2021–2024) examined the attitudes and barriers associated with online course selection at a university within the State University of New York (SUNY) system. Using an introductory nutrition course, 658 surveys were exclusively collected from the face-to-face sections of a Natural Science course. Only 30.2% of these students reported a preference for online courses. Respondents reported similar percentages on Course Difficulty (48.5% online vs. 51.5% face-to-face) and which course required more Work/Time (43.2% online vs. 56.8% face-to-face). Previous negative online experiences were affirmed by 27.4% of the students. Importantly, only 14.5% self-reported a better academic performance in online courses. Major online avoidance variables were boredom (53.1%), inferior learning (52.9%), and communication limitations (43.0%). Surprisingly, 67.7% stated they would consider taking future online courses. Understanding post-COVID-19 student attitudes and barriers provides useful information and should be part of any comprehensive approach to future online education design and implementation
Movement ecology of gelatinous zooplankton: approaches, challenges and future directions
No full textUnderstanding the movement patterns and behavior of marine organisms is fundamental for numerous ecological, conservation and management applications. Over the past several decades, advancements in tracking technologies and analytical methods have revolutionized our ability to study marine animal movements. Oceanic zooplankton often make up the bulk of the macroscopic animal biomass in the oceans, yet we know very little about the life histories, migrations and long-term behaviors of these ecologically important animals. In this Review, we consider recent developments in marine movement ecology and animal tracking techniques of gelatinous zooplankton, and discuss the challenges, opportunities and future directions in this rapidly evolving field
Does Writing Have a Future?
No full textProfessor David J. Gunkel is the Chair of the Department of Communication at Northern Illinois University – but that is his latest achievement in an extensive list of accomplishments. He is an award-winning educator, researcher, and the author of more than ninety scholarly articles and thirteen books. And it is his latest book, AI for Communication, and his latest thinking about what we have called artificial intelligence and writing that brought him to our 82nd annual conference.
In his keynote address on Saturday, October 9th, 2024, Dr. Gunkel argues that AI does not signal the “end of writing” as much as it suggests the twilight of a conception of writing that has been traditionally theorized as “logocentrism,” (a concept introduced by Jacques Derrida) that suggests that we in the West prioritize speech over writing, and that privilege is now questioned by “large language models” and generative AI. So, for Professor Gunkel, writing has a future but to enter that future, we have to, in his words, reconceptualize how we think about writing and write about thinking.”
Dr. Gunkel’s work and scholarship can be found at [email protected] and gunkelweb.com
\u3cem\u3eINTI\u3c/em\u3e No. 101-102, Primavera - Otoño 2025, Front Cover
No full textINTI No. 101-102, Primavera - Otoño 2025, Front Coverhttps://digitalcommons.providence.edu/inti_gallery/1550/thumbnail.jp
JWU student with her own bakery is the youngest to compete on Hulu’s ‘Cookie Cupcake Cake’
No full textProfessor Christopher Berard and the Knights of the Seminar Table
No full textFrom https://news.providence.edu/king-arthur-course/
A new course offered by Christopher Berard, Ph.D. ’07, adjunct professor of humanities, introduced students to selections in translation from the massive Lancelot-Grail Cycle of Old French prose Arthurian romances (c. 1210–30), the most comprehensive and canonical version of the Arthurian legend ever written.
The 1.5-credit course, King Arthur: Monarch of the Medieval Imagination, culminated in a creative writing project in which students composed a mock letter according to the formal conventions of medieval epistolary documents such as public acts and private letters. Each student assumed the persona of one Arthurian character, addressed the document to another Arthurian character, and made a major plot point and overarching theme from the Lancelot-Grail Cycle the focus of the document.https://digitalcommons.providence.edu/hum270_2024/1001/thumbnail.jp