scholarly journals Well-coordinated: learner-focused coordination tactics beyond the pandemergency

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Philippa Soccio ◽  
Kate Tregloan ◽  
James Thompson
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Design Methodology ◽  
Grey Literature ◽  
Online Learning Environment ◽  
Survey Analysis ◽  
Online Learning Environments ◽  
Content Type ◽  
Academic Literature ◽  
Expected Increase

PurposePost-pandemic education will be impacted by spatial and technological shockwaves, alongside other areas of society. Significant expansion of online learning will build on skills developed by educators and students in this tumultuous time, and in response to emerging challenges and structural transformations. This paper explores an oft-overlooked skill that underpins contemporary teaching, and posits that “coordination” will find its way to the centre of this new online world. The paper presents research investigating the translation of tactics for good subject coordination to an online context.Design/methodology/approachThe authors reviewed academic literature that explored coordination in higher education settings, and recent grey literature identifying expected changes to post-pandemic university learning. The authors developed a survey instrument to investigate the translation of previously identified characteristics of good coordination, and tactics to achieve them, into the pandemic-driven online learning environment. Survey analysis explored the level of difficulty reported by subject coordinators for this translation online, as well as their suggestions of additional tactics or concerns.FindingsWhile the low number of respondents limits these conclusions, initial analysis suggests that the identified Tactics for Coordination can be applied with relative ease to online learning environments. At the same time, the expected burgeoning of online education identified an expected increase in demand for these skills.Originality/valueThe authors identified a lack of literature addressing subject coordination as a key skill, or evaluating coordination tactics, as well as a lack of resources for focused skill development. This paper addresses this gap, and prompts further and urgent response.

WeScratch: an inclusive, playful and collaborative approach to creative learning online

2020 ◽  
Vol 121 (7/8) ◽  
pp. 695-704 ◽  
Author(s):  
Carmelo Presicce ◽  
Rupal Jain ◽  
Carolina Rodeghiero ◽  
Lily E. Gabaree ◽  
Natalie Rusk
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Design Methodology ◽  
Learning Experiences ◽  
Online Learning Environments ◽  
Content Type ◽  
Approach To Learning ◽  
Alternative Approach ◽  
Hands On ◽  
Creative Learning

Purpose Many educators currently face challenges when trying to engage students in creative learning experiences online, where it can be particularly difficult to move beyond the transmissive approach typical of video lessons and webinars. The purpose of this paper is to present WeScratch, online workshops designed as welcoming, playful and peer-supported spaces where educators can experience first-hand an alternative approach to learning online, as they actively learn to create projects using the Scratch programming language. Design/methodology/approach The WeScratch experience is designed as a hands-on, creative online workshop where participants spend most of their time making projects while they share ideas with peers. The authors describe the structure, platform, facilitation and activities of WeScratch workshops, highlighting the main design choices and their underlying motivations. Findings This study discusses how this environment has engaged educators from around the world to experiment with Scratch in a playful way. The authors give examples of how educators have described the value of the experience, both as learners developing their skills and as designers developing similar learning experiences for their students. Originality/value WeScratch provides a model for how to design online learning environments to be more inclusive, playful and collaborative. Although WeScratch workshops are designed to support learning to create with code, the authors see the wider potential for applying this approach to other online learning environments to broaden participation, build connection and expand creative expression.

A story in small lessons magnified: the creation of an online campus

2006 ◽  
Vol 14 (4) ◽  
pp. 157-158
Author(s):  
Karen M. White
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Design Methodology ◽  
Daily Life ◽  
Content Type ◽  
The Creation ◽  
Narrative Account

PurposeThis paper aims to outline the beginnings of online education.Design/methodology/approachThis article is a narrative account by an “early adapter” of her initiation into online learning, at a time when few people could even conceive the potentialities of the mode and nobody could clearly envision them.FindingsThis article reveals a side to the endeavor that is usually edited out of more formal histories, which focus primarily on major discoveries – the untidy process of coming to terms with new possibilities in the course of daily life, while struggling with both incomprehension of one's peers and personal uncertainties of one's own.Originality/valueThe article illustrates how innovation is driven not simply by pragmatic needs as much as by the lure of the unknown.

Online learning for social justice and inclusion

2019 ◽  
Vol 37 (1/2) ◽  
pp. 33-45
Author(s):  
Ricardo Montelongo ◽  
Paul William Eaton
Keyword(s):  
Social Justice ◽  
Online Learning ◽  
Online Education ◽  
Learning Environments ◽  
Graduate Student ◽  
Multicultural Competence ◽  
Reciprocal Relationship ◽  
Online Learning Environments ◽  
Content Type ◽  
Technological Tools

PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

Learning from peer support schemes – can prison listeners support offenders who self-injure in custody?

2015 ◽  
Vol 11 (3) ◽  
pp. 157-168 ◽  
Author(s):  
Louise Griffiths ◽  
Di Bailey
Keyword(s):  
Peer Support ◽  
Design Methodology ◽  
Grey Literature ◽  
Current Evidence ◽  
Inclusion Criteria ◽  
Peer Involvement ◽  
Content Type ◽  
Academic Literature ◽  
Central Focus ◽  
Self Injury

Purpose – The purpose of this paper is to critically evaluate the current evidence for peer support in prisons, in particular its contribution to working with prisoners who self-injure and the extent to which the success of peer support schemes such as the prison listeners, hinges upon staff’s willingness to engage with the initiative. Design/methodology/approach – The review was constructed by using primary and secondary terms to search the literature. The studies focused on peer support in custody with reference to mental health and self-injury. Searches identified papers on the prison listener scheme and staff perspectives on prison peer support, as these formed a central focus of the review. Studies were excluded from the review if the participants’ behaviours was explicitly linked to suicidal intent, as the review focused on self-injury as a coping strategy. Findings – A total of 23 studies were selected according to specific inclusion criteria (six were grey literature, 17 academic literature). Of the 23 studies ten studies focused on peer support and self-injury. Of the 23 studies the listener scheme was the focus of 15 studies, of these 15 studies self-injury and the listener scheme was a focus of eight studies. Originality/value – Evidence from the review suggests that prison peer support could be considered on a continuum depending on the different degrees of peer involvement.

Considerations associated with synchronous and asynchronous video use in online learning

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Design Methodology ◽  
Video Conferencing ◽  
Added Value ◽  
Online Learning Environment ◽  
Content Type ◽  
Face To Face ◽  
Lecture Video ◽  
Video Use ◽  
Pedagogical Approaches

Purpose A substantial amount of the heavy lifting associated with getting face-to-face courses online as part of the emergency remote teaching response to the global COVID-19 pandemic has fallen, at times rather awkwardly at the feet of teachers and trainers. Teachers and trainers have had to become both learning designers, and online tutors overnight. In many instances what we have seen as part of this pivoting to online learning is the perpetuation of existing classroom based pedagogical approaches. This has, in most instances equated to the delivery of live lectures via video-conferencing software (such as Zoom and Skype), or previously recorded classroom-based lectures being reused. Design/methodology/approach This paper explores the affordances of synchronous and asynchronous lecture video use in online learning based on the view that whilst pre-recorded videos are customary and can add added value to the online learning environment, they should be used based pedagogical pertinence, rather than through convenience or simply to save time. Findings The pedagogical nuances of online learning and student engagement must be broadly considered, so that the formation of conditions in which learning is most likely is at the forefront. Originality/value This is a viewpoint paper. Much of the paper is based on the views of the author – supported by references/research.

Competencies and preferences of online psycho-education for caregivers of transition-aged autistic youth

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hung Jen Kuo ◽  
Jina Chun ◽  
Gloria Lee ◽  
Sarah Curtiss
Keyword(s):  
Online Learning ◽  
Community Involvement ◽  
Independent Living ◽  
Design Methodology ◽  
Autistic Children ◽  
Content Type ◽  
Synchronous Mode ◽  
Learning Programs ◽  
The Usa ◽  
Living Skills

PurposeThe need for more accessible services is apparent and has become more urgent due to the pandemic, COVID-19. While online psycho-education exists, its feasibility is rarely tested. This study explored the online learning experiences and technology competencies of caregivers of transition-aged autistic youth. Their preferred online transition-related training topics were also explored.Design/methodology/approachA quantitative survey was developed based on the review of related literature. The survey was distributed to caregivers of autistic children in the USA.FindingsResults showed that these caregivers are open to online learning (84%) while preferring asynchronous (74.6%) over synchronous mode (12%). The highest-rated topics include life/independent living skills, employment and social and community involvement.Originality/valueThis paper presented valuable information for researchers and educators who are interested in developing online learning programs for the caregivers of autistic children.

scholarly journals An Exploration of Factors Influencing Self-Efficacy in Online Learning: A Systematic Review

2018 ◽  
Vol 13 (09) ◽  
pp. 64 ◽  
Author(s):  
Chattavut Peechapol ◽  
Jaitip Na-Songkhla ◽  
Siridej Sujiva ◽  
Arthorn Luangsodsai
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Self Efficacy ◽  
Online Learning Environment ◽  
Narrative Synthesis ◽  
Learning Context ◽  
Data Bases ◽  
Online Data ◽  
Online Learning Environments ◽  
Factors Influencing

This review examines 12 years of research by focusing on the following question: What are the factors that influence self-efficacy in an online learning environment? There has been a plethora of research concerning self-efficacy. However, few works have focused on the sources of self-efficacy in online-learning environments. Systematic searches of numerous online data-bases published between 2005 and 2017, which covered factors influencing self-efficacy in online learning context, resulted in the investigation of 25 studies. The data were extracted, organized and analyzed using a narrative synthesis. Results revealed that various factors improved self-efficacy and provided evidence of significant sources of self-efficacy in the context of online learning. Moreover, the investigation provides guidance for further research in designing online learning environments to enhance the self-efficacy of learners.

scholarly journals Measuring resource efficiency and resource effectiveness in manufacturing

2018 ◽  
Vol 67 (9) ◽  
pp. 1854-1881 ◽  
Author(s):  
Mangesh Gharfalkar ◽  
Zulfiqur Ali ◽  
Graham Hillier
Keyword(s):  
Design Methodology ◽  
Inverse Correlation ◽  
Resource Efficiency ◽  
Waste Generation ◽  
Content Type ◽  
Academic Literature ◽  
Shared Data ◽  
Resource Intensity ◽  
Three Stages ◽  
Practical Implications

Purpose The purpose of this paper is twofold: first, to identify and analyse existing resource efficiency (RE) and resource effectiveness measures and indicators (REMIs); and second, to identify gaps and develop a new indicator of “operational resource effectiveness” (OREft) suitable for manufacturing units. Design/methodology/approach Research methodology consists of three stages: gap identification, development and testing. Through review of academic literature, 40 REMIs are identified and analysed. A survey of manufacturers is carried out to validate the hypothesis and seek inputs on the development of the new indicator. The proposed indicator is tested by comparing OREft index of two manufacturing units with each other, with resource intensity per unit (RIPU), waste intensity per unit (WIPU) and with four other REMIs. Findings Analysis of 40 REMIs clearly points towards the absence of a hypothesised REMI. In total, 78 per cent of manufacturers surveyed in north England substantiate the hypothesis. Inverse correlation established between the proposed OREft indicator, RIPU, WIPU and other comparisons is likely to validate the output generated by the proposed indicator. Research limitations/implications Testing of this indicator is limited to two dissimilar manufacturing units that shared data. Practical implications The proposed indicator is useful for comparing the operational resource effectiveness of individual factories over a period as well as with other factories. RIPU and WIPU captured in this indicator also represent operational RE that can be used to initiate improvement action. Originality/value Inclusion of both, the resource consumption and the waste generation along with discount/multiplying factors that capture the circularity aspects is likely to be the distinguishing feature of this indicator.

China in Africa: a critical literature review

2016 ◽  
Vol 12 (1) ◽  
pp. 40-60 ◽  
Author(s):  
Abdoulkadre Ado ◽  
Zhan Su
Keyword(s):  
Literature Review ◽  
Design Methodology ◽  
Empirical Support ◽  
Future Research ◽  
Evidence Based ◽  
Content Type ◽  
Academic Literature ◽  
Current State ◽  
Comprehensive Literature Review ◽  
Critical Literature

Purpose – The purpose of this paper is to critically assesses the major contributions to the academic literature on China’s increased focus on Africa, from 2001 to 2011. It discusses the key trends concerning China’s presence in Africa and draws conclusions on the significance of the studies by emphasizing and contrasting the prevailing positions. Design/methodology/approach – Based on a qualitative approach using an integrative and comprehensive literature review, the authors performed a content analysis of high-impact, peer-reviewed papers. Findings – The paper questions and repositions some of the existing controversies. The results from existing studies remain questionable, requiring further clarification and more theoretical backing. It, moreover, highlights the notion that behind the explicit neutrality views of China’s presence in Africa, implicit assumptions may exist. These are often the differences in narratives conveyed by Western and Southern stakeholders. Research limitations/implications – Most of the conclusions drawn from this paper need to be re-explored and supported by additional research. This could be done by widening the scope of the analysis. Studies need to provide more empirical support for their assertions through quantitative data and evidence-based qualitative analyses – all within a framework that considers more cultural, social and historical dimensions. The paper also suggests that an institutionally based view appears most relevant in better explaining China in Africa. Originality/value – This paper reviews a decade of research on China in Africa and presents a snapshot of the current state of knowledge. It also raises concerns to be analyzed by future research and proposes new avenues for better understanding China’s presence in Africa.

scholarly journals Synkrone online læringsmiljøer – didaktisk design for synkron undervisning understøttet af digitale teknologier

2013 ◽  
Vol 6 (11) ◽  
Author(s):  
Karsten Gynther ◽  
Ove Christensen ◽  
Rasmus Jørnø
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Research And Development ◽  
Learning Environments ◽  
Three Dimensions ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Face To Face ◽  
Synchronous Learning ◽  
Synchronous Learning Environments

Synkrone online læringsmiljøer muliggør realisering af en didaktisk praksis, der synkront kobler forskellige kontekster. Forskning i og udvikling af didaktiske principper, som kan guide uddannelsesudviklere og undervisere i deres arbejde med at udvikle didaktiske designs for synkrone læringsmiljøer, er imidlertid kun i sin spæde vorden. I denne artikel introduceres til et overordnet designframework for synkrone onlinelæringsmiljøer samt en række konkrete didaktiske principper, som eksemplificeres med en række designeksempler. Det overordnede framework rummer tre dimensioner i et didaktisk design for synkrone læringsmiljøer, der i kort form kan præsenteres som: a) simulering af tilstedeværelsesundervisning, b) remediering af tilstedeværelsesundervisning og c) innovativ transformation af tilstedeværelsesundervisning.Abstract in EnglishSynchronous online learning environments allow the realization of a didactic practice that creates contextual couplings. Research and development of didactic principles to guide teachers and developers of education in developing designs for synchronous learning environments is however still in its infancy. This article introduces a series of new conceptual tools and didactical principles for online learning environment and includes a general design framework for synchronous online learning environments and concrete didactic principles exemplified through a set of design examples. The framework outlines three dimensions of a didactic design: a) simulation of face-to-face teaching, b) remediation of face-to-face teaching and c) innovative transformation of face-to-face teaching.

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