A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

The theory of affordances

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Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

Importance Caregiver burden may result from providing care for patients with chronic illness. It can occur in any of the 43.5 million individuals providing support to midlife and older adults. Caregiver burden is frequently overlooked by clinicians. Objectives To outline the epidemiology of caregiver burden; to provide strategies to diagnose, assess, and intervene for caregiver burden in clinical practice; and to evaluate evidence on interventions intended to avert or mitigate caregiver burden and related caregiver distress. Evidence Cohort studies examining the relation between demographic and social risk factors and adverse outcomes of caregiver burden were reviewed. Review of recent meta-analyses to summarize the effectiveness of caregiver burden interventions were identified by searching Ovid MEDLINE, AgeLine, and the Cochrane Library. Results Risk factors for caregiver burden include female sex, low educational attainment, residence with the care recipient, higher number of hours spent caregiving, depression, social isolation, financial stress, and lack of choice in being a caregiver. Practical assessment strategies for caregiver burden exist to evaluate caregivers, their care recipients, and the care recipient’s overall caregiving needs. A variety of psychosocial and pharmacological interventions have shown mild to modest efficacy in mitigating caregiver burden and associated manifestations of caregiver distress in high-quality meta-analyses. Psychosocial interventions include support groups or psychoeducational interventions for caregivers of dementia patients (effect size, 0.09-0.23). Pharmacologic interventions include use of anticholinergics or antipsychotic medications for dementia or dementia-related behaviors in the care recipient (effect size, 0.18-0.27). Many studies showed improvements in caregiver burden–associated symptoms (eg, mood, coping, self-efficacy) even when caregiver burden itself was minimally improved. Conclusions and Relevance Physicians have a responsibility to recognize caregiver burden. Caregiver assessment and intervention should be tailored to the individual circumstances and contexts in which caregiver burden occurs.

Caregiver Burden: A Clinical Review

The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about socia-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed

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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy.

kim h., chang m., rose k. & kim s. (2011) Predictors of caregiver burden in caregivers of individuals with dementia. Journal of Advanced Nursing 68(4), 846–855.

Abstract
Aims.  This article is a report on a study of the multidimensional predictors of caregiver burden in caregivers of individuals with dementia using nationally representative data.

Background.  Caregiver burden affects the health of both caregivers and their care-recipients. Although previous studies identified various predictors of caregiver burden, these predictors have not been confirmed in nationally representative population.

Methods.  Data for this secondary analysis was provided by the National Alliance for Caregiving, American Association of Retired Persons. The data were collected through a telephone survey of randomly selected adults in seven states in 2003 (weight adjusted n = 302). Descriptive statistics, inter-correlation analysis and a hierarchical multiple regression analysis were performed.

Results/findings.  Disease-related factors were the most significant predictors, explaining 16% of caregiver burden; these were followed by caregiver socio-demographical factors and caregiving-related factors (F = 21·28, P < 0·01). Significant individual predictors were impairment of activities of daily living or instrumental activities of daily living, the number of hours of caregiving, use of coping strategies, co-residence, spousal status and caregiver gender (P < 0·05).

Conclusion.  Impaired function in care-recipients predicts caregiver burden, and also interacts with demographical- and caregiving-related factors. Thus, it will be beneficial to both care-recipients and caregivers to target nursing interventions and community services to improve the functional abilities of individuals with dementia.

Predictors of caregiver burden in caregivers of individuals with dementia

Administrative support and its mediating effect on US public school teachers

Introduction As a way to improve student academic performance, educators have begun paying special attention to computer games (Gee, 2005; Oblinger, 2006). Reflecting the interests of the educators, studies have been conducted to explore the effects of computer games on student achievement. However, there has been no consensus on the effects of computer games: Some studies support computer games as educational resources to promote students' learning (Annetta, Mangrum, Holmes, Collazo, & Cheng, 2009; Vogel et al., 2006). Other studies have found no significant effects on the students' performance in school, especially in math achievement of elementary school students (Ke, 2008). Researchers have also been interested in the differential effects of computer games between gender groups. While several studies have reported various gender differences in the preferences of computer games (Agosto, 2004; Kinzie & Joseph, 2008), a few studies have indicated no significant differential effect of computer games between genders and asserted generic benefits for both genders (Vogel et al., 2006). To date, the studies examining computer games and gender interaction are far from conclusive. Moreover, there is a lack of empirical studies examining the differential effects of computer games on the academic performance of diverse learners. These learners included linguistic minority students who speak languages other than English. Recent trends in the K-12 population feature the increasing enrollment of linguistic minority students, whose population reached almost four million (NCES, 2004). These students have been a grieve concern for American educators because of their reported low performance. In response, this study empirically examined the effects of math computer games on the math performance of 4th-graders with focused attention on differential effects for gender and linguistic groups. To achieve greater generalizability of the study findings, the study utilized a US nationally representative database--the 2005 National Assessment of Educational Progress (NAEP). The following research questions guided the current study: 1. Are computer games in math classes associated with the 4th-grade students' math performance? 2. How does the relationship differ by linguistic group? 3. How does the association vary by gender? 4. Is there an interaction effect of computer games on linguistic and gender groups? In other words, how does the effect of computer games on linguistic groups vary by gender group? Literature review Academic performance and computer games According DeBell and Chapman (2004), of 58,273,000 students of nursery and K-12 school age in the USA, 56% of students played computer games. Along with the popularity among students, computer games have received a lot of attention from educators as a potential way to provide learners with effective and fun learning environments (Oblinger, 2006). Gee (2005) agreed that a game would turn out to be good for learning when the game is built to incorporate learning principles. Some researchers have also supported the potential of games for affective domains of learning and fostering a positive attitude towards learning (Ke, 2008; Ke & Grabowski, 2007; Vogel et al., 2006). For example, based on the study conducted on 1,274 1st- and 2nd-graders, Rosas et al. (2003) found a positive effect of educational games on the motivation of students. Although there is overall support for the idea that games have a positive effect on affective aspects of learning, there have been mixed research results regarding the role of games in promoting cognitive gains and academic achievement. In the meta-analysis, Vogel et al. (2006) examined 32 empirical studies and concluded that the inclusion of games for students' learning resulted in significantly higher cognitive gains compared with traditional teaching methods without games. …

https://www.jstor.org/stable/jeductechsoci.13.3.224

Computer Games for the Math Achievement of Diverse Students

A structural model of parent involvement with demographic and academic variables.

The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U...

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Sunha Kim

Papers

Predictors of caregiver burden in caregivers of individuals with dementia

Administrative support and its mediating effect on US public school teachers

Computer Games for the Math Achievement of Diverse Students

A structural model of parent involvement with demographic and academic variables.

Does Computer Use Promote the Mathematical Proficiency of ELL Students