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1 – 10 of over 22000Mandus Frykman, Robert Lundmark, Ulrica von Thiele Schwarz, Karin Villaume and Henna Hasson
The purpose of this paper is to investigate line managers’ influence on employee usage of a web-based system for occupational health management.
Abstract
Purpose
The purpose of this paper is to investigate line managers’ influence on employee usage of a web-based system for occupational health management.
Design/methodology/approach
Questionnaires were used to measure line managers’ transformational leadership at baseline and their change-supportive managerial activities during weeks 16–52. Employee initial (weeks 16–52) and sustained (weeks 53–144) use of the web-based system was measured by extracting their frequency of logins to the system from electronic records. Data were collected from six white-collar organizations from 2011 through 2013. Mixed Poisson regressions were used to analyze the influence of transformational leadership and change-supportive managerial activities on employee usage.
Findings
As predicted, line managers’ change-supportive activities influenced the employees’ initial and sustained use of the system. Line managers’ transformational leadership had no direct effect on employees’ use of the system, however transformational leadership was indirectly associated with employees’ initial and sustained use of the system through line managers’ change-supportive activities.
Originality/value
The study adds to the understanding of the role line managers’ play during the implementation of occupational health interventions. The findings suggest that the line managers’ change-supportive activities directed toward the intervention are important for employees’ initial and sustained use of the system. The influence of transformational leadership was indirect, suggesting that line managers may need to direct their leadership behaviors toward the intervention to facilitate implementation.
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Karin Villaume, Susanne Tafvelin and Dan Hasson
The purpose of this paper is to investigate the possible associations between health-relevant personality traits and adherence; and if these traits predict adherence to a web-based…
Abstract
Purpose
The purpose of this paper is to investigate the possible associations between health-relevant personality traits and adherence; and if these traits predict adherence to a web-based occupational health intervention.
Design/methodology/approach
In total, 563 participants were analyzed using the Health-relevant Personality Inventory. Adherence measures were: logins, utilization of self-help exercises and time spent logged in.
Findings
Higher levels of antagonism (a facet of agreeableness) and impulsivity (a facet of conscientiousness) correlated to fewer logins, and higher levels of negative affectivity (a facet of neuroticism) and impulsivity correlated to a higher utilization of self-help exercises. Alexithymia (a facet of openness) negatively predicted self-help exercise utilization and antagonism was a positive predictor. Negative affectivity was a positive predictor of time spent logged in to the intervention. There were sex-related differences in outcomes.
Originality/value
This is the first study to investigate health-relevant personality traits in relation to adherence to a web-based occupational health intervention. The practical implications are that intervention developers could benefit from taking personality into consideration to better understand and improve adherence.
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Jamshid Beheshti, Mohammed J. AlGhamdi, Charles Cole, Dhary Abuhimed and Isabelle Lamoureux
The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information…
Abstract
Purpose
The chapter describes a four-year research project, the objective of which was to design and develop an intervention tool to assist middle school students in their information seeking when engaged in an inquiry-based learning project.
Methodology/approach
Bonded design method was used to design a proof-of-concept (POC) low-tech Guide, and focus group and Informant Design methods were utilized to develop a Web Guide.
Findings
In creating an intervention tool, whether low-tech paper-based or high-tech websites, different methodologies that relied heavily on the participation of students in the design process were successfully utilized.
Practical implications
The research shows that participation of children and adolescents in designing the content of technology for educational use is imperative.
Originality/value
This is a long-term research project, which is unparalleled and unique in its scope, duration, breadth, and depth. Having access to the grade eight classes in a single school over a four-year period has proven to be a remarkable research opportunity, seldom reported in the literature.
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Malissa Maria Mahmud, Bradley Freeman and Mohd Syuhaidi Abu Bakar
With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic…
Abstract
Purpose
With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning.
Design/methodology/approach
A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation.
Findings
Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines.
Originality/value
The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.
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Victoria Absalom‐Hornby, Patricia Gooding and Nicholas Tarrier
The purpose of this paper is to demonstrate the implementation of modern technology by using a web camera to facilitate a family intervention (e‐FI) in the treatment of…
Abstract
Purpose
The purpose of this paper is to demonstrate the implementation of modern technology by using a web camera to facilitate a family intervention (e‐FI) in the treatment of schizophrenia, within a forensic service.
Design/methodology/approach
A case study using questionnaire tools to measure outcome variables from the web‐based family intervention was used. Pre‐, mid‐ and post‐treatment scores were compared to present the progression of outcomes throughout the study.
Findings
This study provides an account of the successful implementation of a web camera facilitated family intervention in a forensic service. The findings showed improved social, emotional and practical outcomes for the family involved. The ease and acceptability of using the technique is demonstrated.
Originality/value
This study presents a novel application in utilising a web camera to implement family intervention within forensic services with successful outcomes.
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Dave L. Edyburn and Keith D. Edyburn
In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of…
Abstract
In grades K-3, the primary focus of instruction is learning to read. In grades 4 and beyond, however, the focus shifts to reading to learn. Whereas teachers may use a variety of instructional approaches, research has clearly documented that learning from text is the primary instructional model found in most classrooms. This means that efforts to close the achievement gap must focus on ensuring that all students can access text-based learning materials, engage with the content in meaningful ways, and ultimately demonstrate success in the form of measurable gains in learning outcomes. Whereas the philosophy of UDL is relatively easy to understand, it has proven problematic to design, implement, evaluate, and scale. The purpose of this chapter is to describe a universal design engineering approach known as Design for More Types that can be applied to the design of text-based learning materials, this chapter will describe the conceptual and practical issues involved in the development of text-based learning materials for diverse learners. We begin by providing some foundational concepts for this multidisciplinary work. Next, we provide a series of case studies to illustrate how universal usability can be applied to various instructional designs. Finally, we describe how the Design for More Types framework can be used in both research and practice.
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Masoumeh Jabbari, Nazli Namazi, Pardis Irandoost, Leila Rezazadeh, Nahid Ramezani-Jolfaie, Mina Babashahi, Samira Pourmoradian and Meisam Barati
Despite the well-known positive effects of fruits and vegetables, their consumption in many countries is lower than those recommended. This study aims to systematically examine…
Abstract
Purpose
Despite the well-known positive effects of fruits and vegetables, their consumption in many countries is lower than those recommended. This study aims to systematically examine the effects of community-based interventions on fruits and vegetables consumption in adults.
Design/methodology/approach
To collect relevant publications, the authors searched electronic databases including PubMed/MEDLINE, Scopus and Web of Science from January 2000 to July 2021. Considering random models, this study analyzed the data using weighted mean differences (WMD) and 95% confidence intervals (CI).
Findings
Among 1,621 retrieved publications, 21 articles met the inclusion criteria. The overall effect size demonstrated that, at the end of the trials, the educational interventions increased the consumption of aggregated fruits and vegetables (WMD: 0.55 serving/day, 95%CI: 0.34, 0.77), and vegetables (WMD: 0.15, 95%CI: 0.09, 0.21, I2: 33.2%; p = 0.103) in the intervention groups, compared to the control groups.
Practical implications
The subgroup analyses that were based on the type of interventions (face-to-face education compared to online interventions), location (home-based compared to the other types of interventions) and duration (24 weeks and higher) of interventions, and accompanied financial support reduced between-group heterogeneity. An efficient interventional program on increasing fruits and vegetables consumption should be part of a multi-component project.
Originality/value
To the best of the authors’ knowledge, no systematic review and meta-analysis has provided a summary of the effects of community-based interventions on fruits and vegetables consumption in adult populations, and there is no fixed conclusion that could be drawn in this regard.
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Mirko Fridrici and Arnold Lohaus
The purpose of this paper is to focus on the evaluation of an internet‐delivered stress‐prevention program for adolescents as a possible alternative for school‐based…
Abstract
Purpose
The purpose of this paper is to focus on the evaluation of an internet‐delivered stress‐prevention program for adolescents as a possible alternative for school‐based implementation of mental health promotion.
Design/methodology/approach
A total of 904 adolescents in grades eight and nine were assigned to four treatment conditions (online‐training in school, online‐training via internet from home, school‐based face‐to‐face training, control group without intervention). Before and after the training interval, all adolescents were questioned about their knowledge regarding stress and coping and their appraisal of stress‐evoking situations. The participants self‐assessed their perceived stress vulnerability, their coping behavior and their stress symptoms. In addition, the training groups were asked about their training acceptance.
Findings
The results show a considerable knowledge gain for participants of the online‐program. The number of positive cognitions in stress‐evoking situations also increased, although this effect was only observed in the school‐based online‐training setting. Regarding training acceptance, the best results were obtained for participants of the classical face‐to‐face intervention.
Research limitations/implications
Future research should examine factors that influence compliance rates in internet‐delivered prevention programs.
Practical implications
Although online‐prevention cannot completely substitute school‐based face‐to‐face‐training, it can be seen as an effective and economic complement to conventional methods of health promotion.
Originality/value
This paper presents not only a comparative evaluation of internet‐ and school‐based health promotion targeting adolescents, but also a comparison of the effects of online‐prevention under “real” and “ideal” conditions.
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Onikia Brown, Virginia Quick, Sarah Colby, Geoffrey Greene, Tanya M. Horacek, Sharon Hoerr, Mallory Koenings, Tandalayo Kidd, Jesse Morrell, Melissa Olfert, Beatrice Phillips, Karla Shelnutt, Adrienne White and Kendra Kattelmann
Recruiting college students for research studies can be challenging. The purpose of this paper is to describe the lessons learned in the various recruitment strategies used for…
Abstract
Purpose
Recruiting college students for research studies can be challenging. The purpose of this paper is to describe the lessons learned in the various recruitment strategies used for enrolling college students in a theory-based, tailored, and web-delivered health intervention at 13 US universities.
Design/methodology/approach
The community-based participatory research (CBPR) model was used to develop a staged-tailored, web-based, randomized control trial, focussing on eating behavior, physical activity, and stress management. Participant feedback during baseline assessments was used to evaluate recruitment strategies.
Findings
Findings from this feedback suggest that traditional recruitment strategies, such as newspaper ads and flyers, may not be the best approach for recruiting college students; instead, web-based efforts proved to be a better recruitment strategy.
Research limitations/implications
This project included results from 13 US universities and thus may not be generalizable: more research is needed to determine successful recruitment methods for 18-24 years old college students.
Originality/value
This paper lessens the gap regarding successful recruitment strategies for 18-24 years old college students.
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Lindsay Bennett and Sharyn Burns
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and…
Abstract
Purpose
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.
Design/methodology/approach
A literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.
Findings
Nine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.
Originality/value
Future interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.
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