connected with members of a previously inhabited community, which we call maintained social capital. Regression analyses conducted on results from a survey of undergraduate students (N = 286) suggest a strong association between use of Facebook and the three types of social capital, with the strongest

Using "clickers " in the classroom to increase the level of student interaction

Computer mediated communications technologies are being recommended increasingly within the university environment as a means to enhance flexible delivery and student learning. This paper presents my trial use of the bulletin board within WebCT as a tutorial environment in which to discuss

of the interaction of genetics and environment in family processes; transitions and linkages between the family and other major settings influencing development, such as hospitals, day care, peer groups, school, social networks, the world of work (both for parents and children), and neighborhoods and communities

Eighth-grade students (n=42) were observed during five different life science problem-solving activities. Student interactions and thinking skills were recorded in relation to the problem-solving steps. A causal model was hypothesized and tested using path analysis procedures. The hypothesized

Cognition, Reality, and Illusion Early theorists in social cognition adopted a view of the person's information-processing capabilities that is quite similar to the viewpoint just described. These theorists maintained that the social perceiver monitors and interacts with the world like a naive

A study to analyze individual differences in interpersonal styles of students and tc identify behavioral differences in student interactions with adults and peers is reported. The sample consisted of 18 high school males who were observed during two normal school days. Students were observed

Recent years have witnessed the birth of a new paradigm for learning environments: animated pedagogical agents. These lifelike autonomous characters cohabit learning environments with students to create rich, face-to-face learning interactions. This opens up exciting new possibilities; for example

The present study employed Case Study research design to establish the role of ICT on student interaction at the University of Eastern Africa Baraton, Kenya. Expert judgment established validity of research instruments. Reliability of questionnaire items was between 7.61 and 8.61 Cronbach’s alfa

expressed herein do not necessarily reflect the position or