Most past studies of entertainment-education programs have not provided an adequate theoretical explanation of the process through which community members enact system-level changes as a result of exposure to entertainment-education media messages. Here we study the effects of an entertainment-education radio soap opera by means of an observational case study in one Indian village. We investigate the paradoxes, contradictions, and audience members' struggles in the process of media-stimulated change, a process involving parasocial interaction, peer communication, and collective efficacy.This article explores the processes of social change initiated by an entertainmenteducation media program in India. Mass media communication can be an agency of national development in both developed and developing countries. Several decades of communication research on the effects of the mass media provide understandings of their ability, or inability, to influence social and behavior change.
This article reports an initiative to improve student writing by incorporating technology-based structured peer review in the revision process. Although the most important step of writing, the revision step, is overlooked by students for several reasons. We describe a successful 10-week long intervention with students from upper-level undergraduate courses. Effectiveness was assessed by means of a pre- and post-test design, student feedback, and student performance scores. Areas where the intervention was found to have most significant impact were the following: students’ overall ability to make revisions, overall English writing, and feedback skills. Educators would find technology-based peer review helpful by having students learn and apply revision efforts in their written assignments. Benefits and trade-offs of the innovative pedagogy are discussed and directions for future study indicated.
Purpose -The purpose of this research is to examine stories of and by employees as they implemented a transformative organizational change, involving outsourcing, off-shoring, and the make-over induced by technology. Design/methodology/approach -Three types of data were analyzed -organizational documents, responses to oral and written questions, and observational field notes. Two interpretive approaches were used -qualitative content analysis and "grounded theory". Additionally, the Burkean pentad was applied to examine how the change was perceived and characterized by the change participants. Findings -During technological change, planned storytelling may provide a platform for understanding the perceived and real people costs and benefits of the change. The organizational opportunity to tell stories was enabled by three mechanisms: visual representation, distillation and documentation, and innovative ways to learn. The Burkean pentad tool indicated highly knowledgeable and engaged individuals. Thus, while the participants know what to do, there is a sense of uncertainty about their "agency" and the change results. What also emerged is a sense of collegiality and interpersonal support.Research limitations/implications -The stories for this study were collected during the change process. One could expect to hear different stories after the change is implemented, after the participants have gained more agency or attained a better sense of their agency. One may also expect to have different results by including more participants. Practical implications -Stories capture the interpretation and analysis of information by peopleby revealing how the new technology has affected work-design, employee's functioning in new partnerships and work-flows, and other people-centered needs such as the sense of "agency". Originality/value -This paper outlines the potential of learning from planned storytelling during technological change to steer technological change processes in a people-centered way.
Employers have continually indicated that writing instruction is much needed in higher education across all majors. It has become more imperative now than before to better prepare our graduates for professional success in an age of increasing writing necessity, data analytics and reporting, and technical sophistication. Writing assessment in a class setting has learning goals and needs to be differentiated from a mass testing evaluation context. When learning to write well, especially relating to subject-specific content, feedback is necessary. Performing analysis and evaluation, then providing explanation and recommendations takes time. Newer digital tools can provide formative feedback; and therefore transparency about grading as well. Among teaching tasks, grading assignments consumes the majority of online faculty time. This study identifies what type of online grading could take up the majority of faculty time and specifies estimates of time needed for such grading. Faculty workload is high in adopting an optimal combined formative and summative assessment model. Results of the study might help develop more sound policies of academic support. Faculty might use the study’s information for better curricula planning and improved utilization of student assistants.
Authors investigated perceptions of campus recruiters (N = 168) in the San Francisco Bay Area regarding the importance of 15 types of information they solicit from job applicants' references in making selection decisions. Results suggest campus recruiters should consider 10 types of information to assist them in making selection decisions. Results also indicate that selected recruiters' demographic variables affect only 4 types of information job applicants' references should provide: decision-making skills, computer skills, work ethic, and fit with the corporate culture and prospective coworkers. The implications of these results for both employment references and recruiters are discussed.
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