gPortfolios: a pragmatic approach to online asynchronous assignments

2020 ◽  
Vol 121 (5/6) ◽  
pp. 273-283
Author(s):  
Daniel Hickey ◽  
Jody Duncan ◽  
Courtney Gaylord ◽  
Christine Hitchcock ◽  
Rebecca Chiyoko Itow ◽  
...  
Keyword(s):  
Online Education ◽  
Academic Discipline ◽  
Secondary English ◽  
Content Type ◽  
Google Docs ◽  
Biology Students ◽  
Online Engagement ◽  
Productive Disciplinary Engagement ◽  
Self Assessments ◽  
Secondary Biology

Purpose The purpose of this paper is sharing out basic guidelines and examples from an extended collaboration to move educators move online while avoiding synchronous meetings. “gPortfolios” are public (to the class) pages where students write responses to carefully constructed engagement routines. Students then discuss their work with instructors and peers in threaded comments. gPortfolios usually include engagement reflections, formative self-assessments and automated quizzes. These assessments support and document learning while avoiding instructor “burnout” from grading. gPortfolios can be implemented using Google Docs and Forms or any learning management system. Design/methodology/approach The authors report practical insights gained from design-based implementation research. This research explored the late Randi Engle’s principles for productive disciplinary engagement and expansive framing. Engle used current theories of learning to foster student discussions that were both authentic to the academic discipline at hand and productive for learning. This research also used new approaches to assessment to support Engle’s principles. This resulted in a comprehensive approach to online instruction and assessment that is effective and efficient for both students and teachers. Findings The approach “frames” (i.e. contextualizes) online engagement using each learners’ own experiences, perspectives and goals. Writing this revealed how this was different in different courses. Secondary biology students framed each assignment independently. Secondary English and history students framed assignments as elements of a personalized capstone presentation; the history students further used a self-selected “historical theme.” Graduate students framed each assignment in an educational assessment course using a real or imagined curricular aim and context. Originality/value Engle’s ideas have yet to be widely taken up in online education.

DESIGN-ED: a pedagogical toolkit to support K-12 teachers’ emergency transition to remote online education

2020 ◽  
Vol 121 (5/6) ◽  
pp. 331-339
Author(s):  
Paul Flynn
Keyword(s):  
Online Education ◽  
Design Research ◽  
Design Thinking ◽  
Lessons Learned ◽  
Iterative Refinement ◽  
Design Development ◽  
Content Type ◽  
Online Engagement ◽  
Educational Engagement ◽  
K 12

Purpose K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them. Design/methodology/approach DESIGN-ED is the output of a design-based research study. Findings However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking. Research limitations/implications The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement. Practical implications Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored. Originality/value Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

What's happening to international business?

2014 ◽  
Vol 10 (1/2) ◽  
pp. 51-64 ◽  
Author(s):  
Snejina Michailova ◽  
Janne Tienari
Keyword(s):  
International Business ◽  
Design Methodology ◽  
Structural Changes ◽  
Business Schools ◽  
Academic Discipline ◽  
Academic Community ◽  
Content Type ◽  
Disciplinary Identity ◽  
Management Scholar ◽  
Self Examination

Purpose – This paper aims to outline different views on international business (IB) as an academic discipline and looks into how IB scholars can cope with challenges to their disciplinary identity when stand-alone IB departments are merged with other departments such as management, marketing or strategy in business schools and universities. Design/methodology/approach – The article offers a critical reflection on the development and future of IB as a discipline. The two authors are an IB and a Management scholar, both of whom were engaged in recent departmental mergers at their respective business schools. While the authors do not analyze these particular mergers, their experiences are inevitably interwoven in the views they express. Findings – Mergers of stand-alone IB departments with other departments bring to light the nature of the IB discipline as a contested terrain. The article discusses how these structural changes challenge the disciplinary identity of IB scholars. It contributes, first, to discussions on the development of IB as a discipline and, second, to understanding identities and identification during major organizational change events in academia. Research limitations/implications – The authors suggest that the threat of marginalization of IB in the context of business schools and universities necessitates a move beyond the “big questions” debate to a critical self-examination and reflection on IB as a discipline and as a global scholarly community. Originality/value – The article offers a critical view on current processes and challenges related to IB as a discipline and an academic community.

Decoding and designing massive open online courses (MOOCs)

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Archana Shrivastava ◽  
Ashish Shrivastava
Keyword(s):  
Factor Analysis ◽  
Online Education ◽  
Product Design ◽  
Online Courses ◽  
Research Question ◽  
Massive Open Online Courses ◽  
Purchase Decision ◽  
Relative Importance ◽  
Massive Open Online ◽  
Content Type

Purpose This study aims to investigate the attributes of the online programme that are considered and compute their relative importance in the purchase decision. This study aims to identify the most lucrative bundling of these attributes and their levels that can be used by online education companies to craft their product design strategy to attract customers with the most attractive offering. Design/methodology/approach This research paper endeavours to identify the attributes of online education, which customers consider for making a purchase decision. Exploratory factor analysis followed by confirmatory factor analysis was used to identify the key attributes of online education programmes. This paper uses the conjoint analysis technique to identify the most preferred bundling of attributes, which online education companies can package to attract customers. Findings Based on various attributes and their respective levels, it is evident the most lucrative design for attracting customers to buy online education programmes is to provide certification from a reputed international university, which requires an investment to the tune of 3,000–5,000. The duration of four weeks with asynchronous pedagogy and access to course material vial uniform resource locator (URL) is a preferred feature. Access via a mobile application is more preferred over Web access. A phone application is known to be optimised, and most people are using mobile phones to access the internet. Online certification or degrees that are considered as valid employment qualifications were most preferred over other reasons. Originality/value There is a dearth of studies on massive open online courses (MOOCs) from a product design perspective. There is a gap in the context of the features to be included in the MOOCs package so that the customer can find more value in it, and the companies can benefit by expanding their customer base. The research question which this study endeavours to explore is what attributes consumers of MOOCs consider when making a purchase decision. This study will also find the relative importance of these attributes.

Beyond censorship: politics, teens, and ELA teacher candidates

2017 ◽  
Vol 16 (3) ◽  
pp. 303-318 ◽  
Author(s):  
Denise Dávila ◽  
Meghan E. Barnes
Keyword(s):  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Research Question ◽  
The Body ◽  
Data Set ◽  
Secondary English ◽  
Content Type ◽  
Political Issues ◽  
Practical Experiences

Purpose Grounded in the scholarship addressing teacher self-censorship around controversial topics, this paper aims to investigate a three-part research question: How do secondary English language arts (ELA) teacher–candidates (TCs) in the penultimate semester of their undergraduate teacher education program position political texts/speeches, interpret high school teens’ political standpoints and view the prospects of discussing political texts/speeches with students? The study findings provide insights to the ways some TCs might position themselves as novice ELA teachers relative to political texts/speeches, students, colleagues and families in their future school communities. Design/methodology/approach Audio-recorded data from whole-class and small-group discussions were coded for TCs’ positioning of political texts/speeches, interpretations of teens’ political standpoints and viewpoints on discussing with students President Obama’s speech, “A More Perfect Union” (“A.M.P.U.”) The coded data set was further analyzed to identify themes across the TCs’ perspectives. Findings The data set tells the story of a group of TCs whose positionalities, background knowledge and practical experiences in navigating divergent perspectives would influence both their daily selection and censorship of political texts/speeches like “A.M.P.U.” and their subsequent willingness to guide equitable yet critical conversations about controversial issues in the secondary ELA classroom. Originality/value In advance of the 2018 midterm elections, this paper considers how the common core state standards’ (CCSS) recommendations to include more nonfiction documents in ELA instruction positions ELA teachers to provide interdisciplinary support in helping students think critically about political issues. It expands on the body of scholarship that, thus far, has been primarily grounded in the research on social studies instruction.

As narrative capital: jazz tropics and the marketing imaginary

2015 ◽  
Vol 33 (7) ◽  
pp. 972-980
Author(s):  
Douglas Brownlie
Keyword(s):  
Social Order ◽  
Design Methodology ◽  
Academic Discipline ◽  
Social Contexts ◽  
Marketing Management ◽  
Public Understanding ◽  
Content Type ◽  
Content Strategy ◽  
Narrative Framework ◽  
Cultural Force

Purpose – The purpose of this paper is to discuss how discourse and figure nurture the narrative “capital” available to the community of marketing scholars through expanding its horizon of translational frames. It specifically discusses one such translational frame as presented within Holbrook’s (2015) discussion of jazz within a narrative of marketing management and how it enhances the understanding of marketing as a creative cultural force. Design/methodology/approach – Generalising from “jazz” to tropics, the commentary discusses three thematic reflective possibilities inspired by Holbrook’s article: content strategy; visual fluency and marketing creativity; and wider visions. This paper also examines how discussions about the wider public understanding of marketing can draw inspiration from the narrative framework suggested by Holbrook (2015) and his calculus of constructive ambiguity. Findings – As an area of study, tropics enriches the reflexive awareness of how the discipline of marketing is understood within academia and its various stakeholder communities. Research limitations/implications – The academic discipline of marketing needs to continuously reimagine itself and its relation to the changing social order in order to participate in dialogue with it. Originality/value – In particular, the commentary examines the jazz metaphor developed by Holbrook (2015) and suggests how this could affect the way that marketing presents itself within wider social contexts.

Architectural design communication (ADC) in online education during COVID-19 pandemic: a comparison of Turkish and Spanish universities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ayşegül Akçay Kavakoğlu ◽  
Derya Güleç Özer ◽  
Débora Domingo-Callabuig ◽  
Ömer Bilen
Keyword(s):  
Online Education ◽  
Path Analysis ◽  
Architectural Design ◽  
Quantitative Methods ◽  
Architectural Education ◽  
Survey Study ◽  
Design Communication ◽  
Content Type ◽  
Technical Drawing

PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.

scholarly journals Toward a framework for strengthening participants' self-efficacy in online education

2020 ◽  
Vol 15 (3) ◽  
pp. 351-370
Author(s):  
Arnab Kundu
Keyword(s):  
Online Education ◽  
Self Efficacy ◽  
Content Type ◽  
Self Confidence ◽  
Intervention Measures ◽  
Academic Activities ◽  
Teachers And Students ◽  
Asian Context ◽  
Constituent Elements

PurposeThe purpose of this study was to review the role of self-efficacy in online education with an objective to propose a holistic framework for strengthening participants' self-efficacy, especially in the Asian context.Design/methodology/approachTo investigate the potential role of self-efficacy of the participants of online academic activities, this study followed the conceptual analysis method, which is breaking down concepts into constituent elements to get a superior understanding of a particular philosophy.FindingsThe findings revealed that self-efficacy, the level of confidence someone has to perform a particular task, is an important factor among teachers and students operating online platforms, and enhanced efficacy is capable of encouraging online practices. Finally, the study proposed a framework to strengthen self-efficacy among participants with intervention measures to make online education effective and impressive.Research limitations/implicationsThe proposed framework will help stakeholders of online education to improve their efficacy and leverage the potential of online education to the fullest. Millions of first-generation online users in many Asian countries who possess low self-confidence in their ability might find the framework easier for better integration, interaction and collaboration in the online learning environment.Originality/valueA vast literature survey was made before proposing this framework that could open up a new dimension in online education by scaffolding participants' inner thrust.

Influence of Content Type Over Online Engagement on Facebook Brand Pages of SMEs

2019 ◽  
Vol 46 (4) ◽  
pp. 264-272
Author(s):  
Ajitabh Dash
Keyword(s):  
Poisson Regression ◽  
Regression Models ◽  
Small And Medium Enterprises ◽  
Social Media Marketing ◽  
Content Type ◽  
Online Engagement ◽  
Indian Context ◽  
Time Period ◽  
Content Strategy ◽  
Medium Enterprises

The purpose of this study is to analyse how various dimensions brand post characteristics, such as vividness, novelty and content type, influence the online engagement on Facebook brand pages managed by small and medium enterprises (SMEs) in India. A sample of 162 brand posts published by 10 brand pages managed by SMEs in India for a selected time period between 1 April and 1 June 2019. Poisson regression models were deployed to analyse the collected data and assess the effect of these brand post characteristics on online engagement. The findings of this study not only contribute to the existing literature but also will help the SMEs to craft their content strategy for social media marketing in Indian context.

Electronic library services acceptance and use

2015 ◽  
Vol 33 (6) ◽  
pp. 1100-1120 ◽  
Author(s):  
Mohammad Sulieman Awwad ◽  
Sawsan Mohammad Al-Majali
Keyword(s):  
Structural Equation ◽  
Academic Discipline ◽  
Education Level ◽  
Library Services ◽  
Intention To Use ◽  
Moderating Effects ◽  
Electronic Library ◽  
Empirical Examination ◽  
Content Type ◽  
Utaut Model

Purpose – The purpose of this study is to apply the unified theory of acceptance and use of technology (UTAUT) model in the context of electronic library services in public Jordanian universities. This study investigated the determinants of use behaviour (UB) regarding electronic library services, and the moderating effects of age, gender, experience, education level and academic discipline on the relationships between the determinants and behavioural intention (BI). Design/methodology/approach – Quantitative data were collected, through a questionnaire instrument from a sample of 575 students. Statistical analysis of the study’s model was conducted using the structural equation modelling technique. Findings – Empirical examination of the model’s hypotheses indicated that students’ “intention to use” electronic library services is dependent on performance expectancy (PE), effort expectancy (EE) and social influence (SI), while students’ “use behaviour” is dependent on facilitating conditions (FCs) and intention to use. The effect of PE on BI was significant for younger, undergraduate and social sciences discipline students, while EE was significant for older and applied discipline students. Practical implications – Library directors should design promotional campaigns directed to younger, undergraduate and social academic discipline studentsto promote the efficiency of electronic libraries. Faculty members can be targeted with these promotional campaigns to exert influence on the desired effect on students’ intentions toward using the electronic library. Easier-to-use technology and training courses for older and applied academic discipline students are necessary. It is important to ensure that the physical facilities and technical support provide students with needed assistance. Online help should be available. Originality/value – This study empirically validated the UTAUT model in the context of electronic library services within an Arab culture. The study also investigated the moderating effects of students’ characteristics, including age, gender and experience, in addition to education level and academic discipline, as new affects.

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