scholarly journals Understanding of How Communications Students Use Interactive Instructional Technology From a User Experience Perspective

2018 ◽  
Vol 74 (1) ◽  
pp. 79-91 ◽  
Author(s):  
Adam Wagler
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Technology ◽  
User Experience ◽  
Qualitative Case Study ◽  
Educational Technologies ◽  
Professional Lives ◽  
Course Content ◽  
Nature Of Technology

The ubiquitous nature of technology presents new paradigms for higher education as students are bombarded by information in a media-rich world. College students are taking multiple courses at a time, over many semesters, and using many different educational technologies. The purpose of this qualitative case study is to describe the experiences with interactive instructional technology from the perspective of college students. Findings identified communication as the number one priority as the lines between personal and professional lives are blurred. However, technology introduces layers of separation between students, faculty, and course content. Faculty must be comfortable with technology to build trust with students while students are required to solve problems when technology is not working.

scholarly journals Exploring college food insecurity : a qualitative case study of the perspectives of the University of Central Missouri food pantry clientele

2020 ◽  
Author(s):  
◽  
Michael Verderaime
Keyword(s):  
Higher Education ◽  
College Students ◽  
Cross Section ◽  
Culturally Responsive ◽  
Qualitative Case Study ◽  
Educational Experiences ◽  
Sustainable Change ◽  
Food Pantry ◽  
The University

Insufficient resources undermine postsecondary educational experiences and delay credit attainment for many college students (Goldrick-Rab, Baker-Smith, Coca, Looker, and Williams, 2019). To examine the efficacy of existing interventions, such as a campus food pantry, the researcher conducted a series of interviews with a cross section of volunteers, staffed leaders, and food pantry clients. The study produced 5 significant themes. 1) UCM students are balancing multiple responsibilities with a variety of stresses; 2) The Campus Cupboard clients shared an array of successful strategies for making ends meet while in college; 3) The reasons people use the Campus Cupboard vary from individual to individual; 4) Clients care about the food and services the Campus Cupboard offers as well as their experience while they are in there; 5) The volunteers and staff are the Campus Cupboard's greatest asset. They represent a variety of skills, abilities, knowledge, perspectives and resources for the cupboard and their clients. The recommendations focused on three core capacities that are critical for the Campus Cupboard. Specifically, to address the dietary struggles students face in higher education, as well as the living costs associated with schooling, this study constructs its recommendations focusing on 1) Building a culturally responsive food pantry; 2) Tailoring its outreach; and 3) Creating sustainable change.

A Qualitative Case Study of Flipped Learning Class on College Students

2016 ◽  
Vol 22 (4) ◽  
pp. 777-803
Author(s):  
Sanghoon Im ◽  
Sumin Kang ◽  
Sinwoo Lee ◽  
Yeong-Mahn You
Keyword(s):  
College Students ◽  
Qualitative Case Study ◽  
Flipped Learning

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

scholarly journals The phases of user experience during relocation to a smart office building: A qualitative case study

2021 ◽  
Vol 74 ◽  
pp. 101578
Author(s):  
Deniz Tuzcuoğlu ◽  
Dujuan Yang ◽  
Bauke de Vries ◽  
Aslı Sungur ◽  
Rianne Appel-Meulenbroek
Keyword(s):  
User Experience ◽  
Qualitative Case Study ◽  
Office Building

scholarly journals Te Hā o Te Reo

2020 ◽  
Vol 1 (3) ◽  
pp. 01-15
Author(s):  
Maria Celina Bortolotto ◽  
Arianna Berardi-Wiltshire
Keyword(s):  
Classroom Management ◽  
Classroom Practices ◽  
Qualitative Case Study ◽  
Qualitative Interview ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Chief Designer ◽  
Course Content ◽  
Kaupapa Māori

  Drawn from a talk presented at the 2019 Viva Lingua Viva indigenous languages event in Rio de Janeiro, Brazil, this article presents the findings of a qualitative case study focused on a 10-week Māori language programme, Te Hā o te Reo (“the essence of the language”) offered to staff at a New Zealand university. The article reports on the pedagogical practices employed in the course through a discussion of qualitative interview data collected for a wider study on the experiences of non-Māori students of Te Reo Māori as a second language. The analysis presents insights from a sample of adult student participants and by the courses’ chief designer and teacher. A focussed consideration of four key classroom practices suggests a teaching approach based on three Māori culture-specific pedagogical principles (Whanaungatanga—relationship-based learning; Koakoa—joy, humour; Kaupapa Māori—Māori principles and worldview), which are found to shape both course content and classroom management in ways that are well aligned with student’s needs and expectations.  

Preparing Beginning Teachers to Use Instructional Technology Effectively

2013 ◽  
pp. 85-99
Author(s):  
Nanette I. Marcum-Dietrich ◽  
Oliver Dreon
Keyword(s):  
Instructional Technology ◽  
Beginning Teachers ◽  
21St Century ◽  
Future Teachers ◽  
Course Content ◽  
21St Century Classroom ◽  
Technology Course

In this case study, two education professors examine how an instructional technology course founded historically in an industrial model of teaching evolved to reflect and model the pedagogy needed in a 21st century classroom. Critical in this evolution is the development of course content and structure that allowed their students (all future teachers) to identify problems and collaboratively create solutions. With this new focus, the role of the students changed from being passive actors in an instructor-designed space and evolved into one where students were actively engaged in creating their understanding through their participation.

Policy actors’ perceptions of qualitative research in policymaking: the case of higher education rulemaking in the United States

2020 ◽  
Author(s):  
Rebecca S. Natow
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Quantitative Research ◽  
Qualitative Case Study ◽  
The United States ◽  
Structured Interviews ◽  
Policy Actors ◽  
Target Populations ◽  
The Us

Background: As calls for evidence-based policymaking become increasingly common, qualitative research has much to offer the policy community. However, policymakers frequently evidence a preference for quantitative research. By discounting the importance of qualitative research in the policymaking process, resulting policies and their target populations miss out on the benefits that qualitative research uniquely offers.Aims and objectives: The purpose of this study was to examine how qualitative research has been perceived and used in the US government’s rulemaking process for creating higher education regulations.Methods: This qualitative case study included data from semi-structured interviews with 34 policy actors involved in higher education rulemaking, rulemaking documents, and research reports cited in several key higher education regulations.Findings: Many policy actors viewed qualitative research favourably, but qualitative studies have seldom been cited in higher education rulemaking. Several respondents discussed validity concerns and some policymakers’ misunderstandings regarding qualitative methods. Moreover, storytelling can influence policy actors’ perspectives about the content of policies, and qualitative research was viewed as effective at identifying compelling stories. Thus, narratives derived from qualitative research may provide an opportunity for qualitative researchers to have their work considered in policymaking processes.Discussion and conclusion: Qualitative research faces challenges with gaining visibility and influence in the development of regulatory policy. However, this study has shown that qualitative research has the potential to be both useful and persuasive to policymakers. Studies that discuss relevant stories may be particularly compelling.

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