The Threaded Discussion Forum: A Case Study in Technology Integration

2001 ◽  
Vol 75 (1) ◽  
pp. 26-29 ◽  
Author(s):  
Thomas C. Caswell
Keyword(s):  
Technology Integration ◽  
Discussion Forum ◽  
Threaded Discussion

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

How can dynamic capabilities make sense in avoiding value co-creation traps?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xinbo Sun ◽  
Qingqiang Zhang
Keyword(s):  
Technology Integration ◽  
Design Methodology ◽  
Dynamic Capabilities ◽  
Archival Data ◽  
Manufacturing Companies ◽  
Content Type ◽  
The Creation ◽  
Network Capability

PurposeThe existing research rarely explains the role of dynamic capabilities in the creation of value co-creation behaviors. The purpose of this paper is to explore how dynamic capabilities play a role in avoiding value co-creation traps and generating new value co-creation behaviors.Design/methodology/approachThis paper collects rich interview and archival data from two Chinese manufacturing companies to examine value co-creation in digital servitization by the case study.FindingsThe paper discovers the value co-creation traps that enterprises face in digital servitization and analyzes the important role of resource and technology integration capabilities in avoiding these traps. Also, the research explores how network capability affects the generation of new value co-creation behaviors.Originality/valueThis paper develops a framework for dynamic capabilities to avoid value co-creation traps and generate new value co-creation behaviors.

Smart Approaches for Optimizing Learning and Assessments in Online University Courses

2021 ◽  
pp. 93-115
Author(s):  
Niyi Awofeso
Keyword(s):  
Collaborative Learning ◽  
Operational Research ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Learner Engagement ◽  
Online Discussion Forums ◽  
University Courses ◽  
Assessment Policy

This chapter discusses findings from two initiatives for optimizing the quality of learning and assessments in online university courses at Hamdan Bin Mohammed Smart University: (1) use of mandatory assessment policy of self-paced classes to promote learner engagement and (2) achievement of learning outcomes and fairness of assessments using question and answer discussion forum platform compared with the more commonly used general discussion forum platform. With regards to the first initiative, the author undertook a case study of a policy of mandating assessment of engagement with self-paced classes at HBMSU between 2016 and 2017. Also, the author discusses findings from operational research to address the following questions: (1) How appropriate is the Q&A variant of online discussion forums in facilitating both cooperative and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums?

The Effects of Technology Integration in the Classroom for Students With ADHD

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Aleen Kojayan ◽  
Aubrey L. C. Statti ◽  
Kelly M. Torres
Keyword(s):  
Technology Integration ◽  
General Education ◽  
Qualitative Case Study ◽  
Positive Influence ◽  
Social Growth ◽  
Social And Emotional ◽  
General Education Classroom ◽  
Students With Adhd ◽  
Development Of Students

This qualitative case study investigated the influence of technology integration in a special education classroom for students who have ADHD. Technology has shown to have a positive influence on student academic, social, and emotional growth in a general education classroom. This study sought to understand the influence technology has for students struggling with ADHD. This study aimed to understand if technology can play a role in the development of students with ADHD specifically in the domains of academic and social growth. Through observations, interviews, and focus group sessions, six themes were deduced: importance of consistency in using technology, impact of group size, increased interest, increased independence, task initiation/time efficiency using Chromebook, and overall confidence academically and socially.

Technology Integration in the Schools of Guyana: A Case Study

2010 ◽  
Vol 27 (3-4) ◽  
pp. 221-246 ◽  
Author(s):  
Gregory MacKinnon ◽  
Paula MacKinnon
Keyword(s):  
Technology Integration

scholarly journals Evaluating Community Engagement through Argumentation Maps—A Public Participation GIS Case Study

2009 ◽  
Vol 36 (4) ◽  
pp. 588-601 ◽  
Author(s):  
Claus Rinner ◽  
Michelle Bird
Keyword(s):  
Public Participation ◽  
Citizen Participation ◽  
Discussion Forum ◽  
Computer Users ◽  
Sustainable Community Development ◽  
Map Reading ◽  
Online Discussion Forum ◽  
Planning Processes ◽  
Interest And Knowledge

Significant advances in public participation geographic information systems technology and online mapping platforms have not translated into enhanced citizen participation in democratic planning processes. This study contributes to addressing this gap by evaluating the engagement of members of an urban community in sustainable neighbourhood planning through argumentation mapping. The study provided an online public discussion forum, together with a neighbourhood map to which the participants could link their discussion contributions. On the basis of participation statistics, contents of contributions, and responses to a survey, we discuss the participants' technical and engagement experiences. The sixteen registered participants lived within or near the ‘Queen West Triangle’ in downtown Toronto, Canada. They rated themselves as experienced computer users and consequently found the participation in the online discussion forum to be easy. The contributions showed a great degree of interest and knowledge in the issues of sustainable community development. However, while the majority of participants also rated themselves as comfortable with map reading, they found the handling of the online neighbourhood map difficult and did not use the option to link their comments to the map.

Email tandem learning and the communicative curriculum

ReCALL ◽  
1997 ◽  
Vol 9 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Jane Woodin
Keyword(s):  
Natural Language ◽  
Language Learning ◽  
Discussion Forum ◽  
Classroom Language ◽  
Tandem Learning

This article describes an email project between undergraduate non-specialist learners of Spanish and English in England and Spain. Students took part in a discussion forum and worked with a tandem partner exchanging information, ideas and corrections of each other's language. The project revealed a range of experiences and a case study of one particularly successful participant is presented. The contribution of email tandem learning to CALL within the communicative curriculum is also discussed. It is proposed that such learning plays a different role from classroom language learning, providing a bridge between the classroom and the natural language setting.

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