Academic & Scientific Poster Presentation

Interactive Data-Gathering Posters as a Research Tool: A Case Study Assessing Public Opinion on Incorporation of Natural Behavior into Management Systems

“…This limits its persistence in the academic record, unlike journal articles, which publishers provide access to, and which form the mainstream of material for libraries and archives. The element of the poster that is present in databases, libraries, and archives is generally limited to abstracts [5,16]. While the abstracts often are, posters are not subject to peer-review or other quality assurance processes.…”

“…These claims have been disputed [16,18], and we do not take a position on this matter. It is recognized that these issues ought to be addressed [16,18], and remedies for some of these issues have been proposed [5].…”

“…Furthermore, while ours did not specifically present data, it could easily serve to disseminate information in a structured way and then immediately and systematically gather input based on that information. This is one of the key goals of poster presentations that do not often occur at conferences [5]. The benefits aside, it is important to note that data-gathering is normally finite.…”

“…The data can be used to test a research hypothesis, or to poll opinion, thus informing further inquiry (e.g., public opinion data seeding research [2][3][4]). The role of the audience shifts from the viewer of, to an interactive participant in, the research; this is important as passivity reduces poster effectiveness of information transfer (e.g., minimized engagement reduces information recall [5]).…”

Οι ερευνητικές και συγγραφικές τάσεις στο πλαίσιο των διεθνών συνεδρίων International Conference in Open and Distance Learning (ICODL) κατά τα έτη 2009-2017

“…Προσφέρουν όχι μόνο την ευκαιρία στα μέλη μιας ομάδας να συναντηθούν, αλλά είναι επίσης χώροι όπου σχεδιάζεται το μέλλον των επιστημονικών κλάδων. Τόσο στις εμπορικές, όσο και στις ακαδημαϊκές συναντήσεις, συναντιούνται εκπρόσωποι για να μοιραστούν πληροφορίες, να αλληλεπιδράσουν και να συζητήσουν θέματα επαγγελματικού ενδιαφέροντος (Rowe, 2017a). Τέτοιες διασκέψεις έχουν γίνει αναπόσπαστο μέρος της πρακτικής της τριτοβάθμιας εκπαίδευσης από την άποψη της ανταλλαγής γνώσεων, του επαγγελματικού σχηματισμού και των συνεχιζόμενων δραστηριοτήτων επαγγελματικής εκπαίδευσης των ακαδημαϊκών, επιστημονικών και επαγγελματικών κοινοτήτων (Rowe, 2017b).…”