The Use of Digital Motion-Sensor Cameras to Capture Coyote Presence in Western Georgia

Because of their learned avoidance of humans and the dense cover provided by forested areas, observation of coyote activity is often very limited in the Southeast. In this study we used digital motion-sensor cameras to detect activity among coyote populations in various urban and rural habitats. Camera stations were placed adjacent to regenerating clear cuts, forest trails and roads, agriculture fields, residential areas, and within city parks to determine activity and presence of coyotes in these various areas. Cameras were successful in detecting coyotes in all study sites throughout the year. Coyotes appear to show no avoidance of camera stations. Cameras may be helpful in gathering general biological and activity information on coyote populations in an area.

The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.