scholarly journals Enculturating a Community of Action (CoA): A qualitative study of health professions educators' perspectives on teaching with Wikipedia

2021 ◽  
Author(s):  
Paolo C Martin ◽  
Lauren Maggio ◽  
Heather Murray ◽  
John M Willinsky
Keyword(s):  
Identity Formation ◽  
Situated Learning ◽  
Health Professions ◽  
Learning Context ◽  
Structured Interviews ◽  
Pedagogical Tool ◽  
Collaborative Project ◽  
Information Tools ◽  
Collective Experience ◽  
Based Medicine

Purpose: There is a growing desire for health professions educators to engage learners in more meaningful instruction. Many have tapped Wikipedia to offer an applied approach to engage learners, particularly as it relates to evidence-based medicine (EBM). However, little is known about the benefits and challenges of using Wikipedia as a pedagogical tool from the collective experience of educators who have sought to improve their instructional practice with it. This study aims to uncover and synthesize the perspectives of health professions education (HPE) instructors who have incorporated Wikipedia in their HPE courses. Methods: Applying a constructivist approach, the authors conducted semi-structured interviews with 17 participating HPE instructors who had substantively integrated Wikipedia into their curriculum. Participants were interviewed about their experiences of integrating Wikipedia editing into their courses. Thematic analysis was conducted on resulting transcripts. Results: Authors observed two broad themes among participants' expressed benefits of teaching with Wikipedia: 1) provides a meaningful instructional alternative that also benefits society and develops learners' information literacy and EBM skills, and 2) supports learners' careers and professional identity formation. Identified challenges included: 1) high effort and time, 2) issues with sourcing references, and 3) challenging interactions with skeptics, editors, and students. Discussion: Findings build on known benefits, such as providing a real-world collaborative project that contextualizes students' learning experiences. They also echo known challenges, such as the resource-intensive nature of teaching with Wikipedia. At the same time, findings extend the current literature by revealing a potential opportunity to approach crowd-sourced information tools, like Wikipedia, as a vehicle to engage and enculturate HPE students within a situated learning context. These findings present implications for HPE programs considering implementing Wikipedia and faculty development needed to help instructors harness crowd-sourced information tools' pedagogical opportunities as well as anticipate their challenges.

From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context

2020 ◽  
Author(s):  
Nopthira Jawaut ◽  
◽  
Remart Dumlao ◽  
Keyword(s):  
Identity Formation ◽  
Ethnic Groups ◽  
Identity Construction ◽  
Cultural Policy ◽  
Language Socialization ◽  
Negotiation Process ◽  
Future Research ◽  
Learning Context ◽  
Structured Interviews ◽  
Context Of Learning

Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.

Experiential Education and Self-Authorship: An Examination of Students Enrolled in Immersion High Schools

2020 ◽  
pp. 105382592098078
Author(s):  
Meagan Ricks ◽  
Lisa Meerts-Brandsma ◽  
Jim Sibthorp
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Education ◽  
Education Program ◽  
Belief System ◽  
Learning Context ◽  
Structured Interviews ◽  
School Students ◽  
Developmental Experiences ◽  
Self Authorship

Background: Research shows that people benefit from having an internally defined belief system and identity to guide their decision-making rather than depending exclusively on external authorities to make choices. Less is known about what types of developmental experiences facilitate progression toward self-authorship, which is a way of being where a person depends on their internally defined beliefs to make decisions and direct their future. Purpose: This study examined an experiential education setting and the influence the setting had on high school students’ progression toward self-authorship. Methodology/Approach: We used Pizzolato’s open-ended Experience Survey and semi-structured interviews to examine aspects of self-authorship in high school students attending a semester-long experiential education program. Findings/Conclusions: We found students returning from their semester-long program focused on decisions that had a greater impact on their personally defined, long-term identity rather than immediate decisions. In addition, students showed growth in the three domains of self-authorship—epistemological, interpersonal, and intrapersonal. The results could be attributed to the pedagogical approach of the experiential education program. Implications: Educators who seek to provide experiences that support self-authorship could implement developmentally effective practices situated in an experiential learning context.

Understanding the Impact of Heritage Language on Ethnic Identity Formation and Literacy for u.s. Latino Children

2016 ◽  
Vol 16 (3-4) ◽  
pp. 245-266 ◽  
Author(s):  
Maria M. Arredondo ◽  
Melanie Rosado ◽  
Teresa Satterfield
Keyword(s):  
Ethnic Identity ◽  
Academic Success ◽  
Identity Formation ◽  
Language Proficiency ◽  
Emotional Health ◽  
Early Years ◽  
Latino Children ◽  
Structured Interviews ◽  
Ethnic Identity Formation ◽  
The Impact

Studies show positive associations between ethnic identity, socio-emotional health and academic success. However, most work is carried out with adolescents and few have examined how young children develop an ethnic identity, particularly u.s. Latino children. The present study represents a first-pass investigation of children’s ethnic identity mechanisms and their relation to academic success. We carried out semi-structured interviews in Spanish with 25 Latino children (ages 5–12). Open-ended questions addressed items on the Multigroup Ethnic Identity Measure and Ethnic Identity Scale, incorporating a mixed qualitative (i.e., themes) and quantitative (i.e., scoring) analysis. Results revealed that children provide great detail when discussing their ethnic background. Additionally, Latino children’s bilingualism and Spanish-language proficiency were significant markers of ethnic identity formation, which in turn were positively associated with affect and Spanish literacy. These findings shed light on the complexities of ethnic identity construction during children’s early years, and establish a path for further investigation of Latino children’s socio-emotional health and academic achievement.

Music enables the holistic development and discovery of self: A phenomenological study of two Christian musicians

2016 ◽  
Vol 45 (3) ◽  
pp. 400-416 ◽  
Author(s):  
Annabella S. K. Fung
Keyword(s):  
Music Education ◽  
Identity Formation ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Study ◽  
Social Contexts ◽  
Value Systems ◽  
Structured Interviews ◽  
Holistic Development ◽  
Human Needs ◽  
Self Discovery

Music draws on body, space, time and relationships to offer a sacred experience. Musicking makes personal, social, emotional and spiritual connections with people. Cultural identity is formed through the arts, and the spirituality in music is a medium through which people explore their identities. This study examines how music facilitates the holistic development of two Melbourne-born Chinese-Australian Christian musicians. The Confucian Evolving Self Model, Maslow’s Hierarchy of Human Needs, and music education aims offer conceptualising scaffolds to illuminate their self-discovery. Interpretative Phenomenological Analysis was used to report on multiple semi-structured interviews undertaken over three years. This study considered the interaction of various value systems – the fusion of Confucianism, Christian and psychological cultures in the process of musical development and identity formation. It fills a research gap and complements existing approaches to understanding the social contexts influencing the acquisition of musical skills and musicians’ occupational choices. The permissive parenting that both participants experienced might account for them being able to follow a career in music without familial resistance. The current findings can advocate for music education because the spiritual aspects of musical experiences were perceived as a mirror in fostering the holistic development of both participants.

Migrant doctors’ narratives about patients

2021 ◽  
Author(s):  
Mariana Lazzaro-Salazar ◽  
Olga Zayts
Keyword(s):  
Hong Kong ◽  
Professional Practices ◽  
Vicarious Experience ◽  
Structured Interviews ◽  
Collaborative Project ◽  
Host Culture ◽  
Audio Recordings ◽  
Health And Illness ◽  
Professional Self ◽  
The Creation

Abstract Narratives of personal and vicarious experience are part and parcel of being a doctor, as doctors routinely (re)interpret and (re)tell patients’ narratives when reflecting on clinical cases. Taking an interest in migrant doctors’ self-initiated narratives about patients in doctor-researcher interviews about cultural transitions, this study examines over thirty hours of audio-recordings of forty semi-structured interviews conducted as part of a collaborative project in Chile and Hong Kong. The study explores how migrant doctors construct their professional ‘self’ through narratives about patients, and how these narratives help migrant doctors legitimise their arguments and professional stance in criticizing cultural and societal attitudes towards health and illness, and the professional practices of local doctors. Finally, the paper reflects on the ways in which migrant doctors’ identity positionings provide space for the creation of a “symbolic territory” in which the practices of migrant doctors co-exist within the boundaries of the practices of local doctors in the host culture.

scholarly journals The identity of a new profession

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Brenda Le ◽  
Darren Tellier
Keyword(s):  
Chinese Medicine ◽  
Health Professions ◽  
Mixed Methods Study ◽  
Professional Organizations ◽  
Structured Interviews ◽  
Web Based ◽  
Education Practice ◽  
Healthcare Needs ◽  
Definition Of ◽  
Medical Traditions

In Canada, there is a growing interest in regulating the practices of acupuncture and Chinese herbology under the banner of ‘Traditional Chinese Medicine’ (TCM). However, the origins and definition of TCM are unclear and therefore disputed. While TCM is often used as an umbrella term to represent Chinese medical traditions that span millennia, numerous academics consider TCM to be a modern construct that has departed from the foundational roots of Chinese medicine. To better understand TCM and its implications for the profession, our study investigates: 1) historical precedents leading up to the formal creation of TCM; 2) characteristics and defining features of TCM; and 3) how this relates to education, practice and regulation of the profession in Canada. A mixed-methods study design was employed. Semi-structured interviews were conducted to explore perceptions of individuals who contributed to mediums that discussed the formation of TCM or traditions that exist outside of TCM. In addition, an anonymous web-based survey was sent to TCM-related professional organizations, who were asked to distribute the survey to their members to capture the views of persons practicing within TCM-related health professions in Canada. Due to a lack of participation from the organizations, no survey data was collected. Interviews revealed that TCM is a product of the standardization and simplification of Chinese medicine during the 1950’s and 60’s in China to meet healthcare needs at the time. Currently in Canada, there appears to be a lack of awareness that the establishment of TCM is not a comprehensive representation of Chinese medical traditions, and that many aspects of it may not be suited to the healthcare landscape of modern-day Canada. There is a need for more discussion surrounding the identity of this new profession.

scholarly journals From “Bitch” to “Mentor”: A Doctoral Student’s Story of Self-Change and Mentoring

2015 ◽  
Author(s):  
Brian Gearity ◽  
Norma Mertz
Keyword(s):  
Situated Learning ◽  
Doctoral Student ◽  
Doctoral Dissertation ◽  
Student Writing ◽  
Pedagogical Tool ◽  
Dissertation Completion ◽  
University Life ◽  
Student Advisor ◽  
Graduate Student Success ◽  
The University

For several reasons, the process of writing and completing the doctoral dissertation has been identified as the most frequent road block for many promising scholars. The goal of this study is to help improve doctoral student dissertation completion by focusing on the crucial, central concerns of effective student writing, faculty mentoring, and the student-advisor relationship. Using an experimental, evocative autoethnographic approach, the following study shows the struggles and successes of a doctoral student managing himself, the university, “life”, and most importantly, his doctoral dissertation chair. The findings weave together strategies from storytelling (e.g., plot, characters, and scene) with the personal experiences of a doctoral student and advisor to show a highly contextual narrative and the influence of multiple factors. Furthermore, the findings demonstrate the value of situated learning theory (Lave & Wenger, 1991) as an approach to help students learn to write. Lastly, as a pedagogical tool, the narrative itself may be of practical value to graduate students, dissertation chairs, and policymakers for the purpose of improving graduate student success.

Sarajevo and the Sarajevo Sephardim

2018 ◽  
Vol 46 (5) ◽  
pp. 892-910
Author(s):  
Jonna Rock
Keyword(s):  
Identity Formation ◽  
Fifteenth Century ◽  
Status Quo ◽  
Structured Interviews ◽  
Jewish Identification ◽  
The Status ◽  
Late Fifteenth ◽  
And Function ◽  
Role And Function ◽  
Shed Light

This article highlights issues pertaining to the Sephardim ([-im] is the masculine plural Hebrew ending and Sepharad is the Hebrew name for Spain. Sephardim thus literally means the Jews of Spain) in Sarajevo from the time of their arrival in the Ottoman Empire in the late fifteenth century until the present day. I describe the status quo for the Sephardi minority in post-Ottoman Sarajevo, in the first and second Yugoslavia, and in today's post-Communist Sarajevo, the capital of Bosnia and Herzegovina. The objective is to shed light on how historic preconditions have influenced identity formation as it expresses itself from a Sephardic perspective. The aim is moreover to generate knowledge of the circumstances that affected how Sephardim came to understand themselves in terms of their Jewish identification. I present empirical findings from my semi-structured interviews with Sarajevo Sephardim of different generations (2015 and 2016). I argue that while none of the interlocutors conceive of Jewish identification as divergent from halachic interpretations of matrilineal descent, they moreover propose other conceptions of what it means to be Jewish, such as celebrating Shabbat and other Jewish holidays, and other patterns of socialization. At the same time, these individuals also assert alternative forms of being Bosnian, one that includes multiple ethnicities, and multiple religious ascriptions. This study elucidates a little-explored history and sheds light on the ways in which historical conditions have shaped contemporary, layered framings of identification among Sarajevo's current Jewish population. This article is relevant for those interested in contemporary Sephardic Bosnian culture and in the role and function of ideology in creating conditions for identity formation and transformation.

Mobile Computing and Mixed-Initiative Support for Writing Competence

2012 ◽  
pp. 327-341 ◽  
Author(s):  
Vive Kumar ◽  
Maiga Chang ◽  
Tracey L. Leacock
Keyword(s):  
Situated Learning ◽  
Academic Writing ◽  
Grade School ◽  
Learning Context ◽  
Core Skill ◽  
Early School ◽  
Mixed Initiative ◽  
The University ◽  
Writing Competence ◽  
The Impact

Writing is a core skill that learners are expected to develop in their early school years and use effectively throughout their later school years. Historically, writing has been considered the purview of grade school education, yet there is evidence that learners seem to lack basic writing skills even at the university level. Unfortunately, the challenges posed by the volume of data created when students write have hampered writing researchers’ attempts to study the impacts of grade school writing initiatives in depth. This chapter introduces two novel approaches to academic writing activities that hold the potential to enhance writing competence and make it easier for researchers to understand the impact of writing interventions. The first uses mobile devices in a situated learning context, and the second uses a mixed-initiative writing system in the classroom.

Integrating Mobile Learning in an Undergraduate Course

2015 ◽  
pp. 1333-1350 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

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