An Exercise in Analysis of Variance Theory

The use of interactive computer graphics by teachers of statistics is encouraged, both before class to prepare plots to be used as examples and “live” in a graphics-terminal-equipped classroom. Twenty-four examples of computer-generated plots used to teach the concepts and techniques of statistics are shown.     

Dynamic Graphical Tools for Teaching Experimental Design and Analysis Concepts

In 1996, computer-based modules were presented that use interactive graphics and simulation to teach basic statistical concepts for undergraduate courses. This article extends that work to develop new modules that can be used to demonstrate important statistical concepts underlying the design and analysis of experiments. Details of their implementation, content and usage are discussed.     

Methodologic challenges of e-health research

In this article, research-based strategies used in a web-based study to assess the impact of participation in cancer-related mailing lists on cancer survivors and caregivers are highlighted. The paper presents alternative methods of measuring response rates in Internet surveys. Response rate estimation, based on American Association for Public Opinion Research guidelines, ranged between 15% and 24.9% for the study. Several strategies were implemented to increase survey participation and reduce item nonresponse. Few participants opted for a telephone survey as an alternative to a web-administered design (mixed-mode administration). Using time-stamp data to diagnose places in the questionnaire where respondents prematurely exited or broke off survey participation, we were able to decrease premature break offs. A lottery was also implemented to increase response rates. The experience of obtaining institutional review board approval for the lottery is also described. Preliminary data indicate slight increases in response rates subsequent to implementing the lottery.     

Challenges in telemedicine equivalence studies

As the number of telemedicine programs continues to grow, the accuracy of diagnosis over interactive televideo is a central concern. Although investigators have begun to address diagnostic equivalency in telehealth clinics, few published studies reflect strong research design. The two presented telehealth programs completed randomized controlled trials in real-world clinical settings that addressed some of the methodologic shortcomings of prior studies. Diagnostic equivalency studies were completed across five telehealth specialty clinics: physical therapy, speech therapy, ambulatory pediatrics, child psychiatry, and developmental disabilities services. The two research teams encountered similar decision points in designing and implementing the equivalency protocols. This article addresses methodologic issues in choosing design, participants, technology, and evaluation measures. Although the paper focuses on interactive televideo, the issues raised are pertinent across telehealth technologies.     

A framework for evaluating eHealth research

Health care is in the midst of a consumer-oriented technology explosion. Individuals of all ages and backgrounds have discovered eHealth. But the challenges of implementing and evaluating eHealth are just beginning to surface, and, as technology changes, new challenges emerge. Evaluation is critical to the future of eHealth. This article addresses four dimensions of eHealth evaluation: (1) design and methodology issues; (2) challenges related to the technology itself; (3) environmental issues that are not specific to eHealth but pose special problems for eHealth researchers; and (4) logistic or administrative concerns of the evaluation methodology selected. We suggest that these four dimensions must be integrated to provide a holistic framework for designing and implementing eHealth research projects, as well as for understanding the totality of the eHealth intervention. The framework must be flexible enough to adapt to a variety of end users, regardless of whether the end user is a healthcare organization, a for-profit business, a community organization, or an individual. The framework is depicted as a puzzle with four interlocking pieces.     

构建交互性教学的条件

适应现代教育技术提出了交互性教学的研究。而交互性教学构建的基本条件在于现代教育技术支撑,现代教学观念的引导,建构主义理论的指导,教师诸要素的配合和良好教学环境的保证,其目的在于建立良好的师生交互机制,充分调动学生的积极性、主动性、创造性,促使学生全面发展。