Remote Oral Doctoral Dissertation Defenses in Management, Leadership, and Business: Benefits, Pedagogy, and Practices

2021 ◽  
pp. 237929812110130
Author(s):  
Stuart Allen ◽  
Peter Williams
Keyword(s):  
Content Knowledge ◽  
Doctoral Dissertation ◽  
Remote Work ◽  
Knowledge Model ◽  
Media Synchronicity ◽  
Face To Face ◽  
Management Leadership ◽  
Practical Guidelines ◽  
Technology Pedagogy

Remote oral doctoral dissertation defenses are an alternative to face-to-face meetings when the latter are not feasible, but remote defenses also have their own advantages. This article explores the challenges and benefits of remote oral dissertation defenses and theories relevant to understanding and supporting remote defenses as a unique learning and assessment event. Drawing on the technology pedagogy content knowledge model, remote work research, and media synchronicity theory, we review key principles relevant to translating defenses from a face-to-face to a remote format. The article includes two appendices with recommended readings and detailed practical guidelines to support the planning and facilitation of remote defenses.

scholarly journals Technology Andragogy Work Content Knowledge Model as a New Framework in Vocational Education: Revised Technology Pedagogy Content Knowledge Model

TEM Journal ◽  
2020 ◽  
pp. 786-791 ◽  
Author(s):  
Zainal Arifin ◽  
Muhammad Nurtanto ◽  
Asep Priatna ◽  
Nur Kholifah ◽  
Moh Fawaid
Keyword(s):  
Vocational Education ◽  
Content Knowledge ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Knowledge Model ◽  
Work Content ◽  
Technology And Learning ◽  
Technology Pedagogy

Nowadays, the ICT is an important part of the 21st century and teacher learning and industry 4.0 challenges must involve technology in their teaching and learning. Previous research on the involvement of technology in the learning process is generally known as TPACK, Technology – Pedagogy – Content - Knowledge. However, the specific objectives of implementing vocational learning are specific to certain occupations. The purpose of this study is to analyse the teaching and learning needs of students in professional vocational education with the revised TPACK new model approach. The study of qualitative methods in the form of document analysis is used to construct a new theoretical conceptual framework. Important findings offered in the concepts of teaching and learning of vocational students were adopted based on work, content, technology, and learning approaches which were conceptualized as TAWOCK.The work as a new domain shows the characteristics of student teaching and learning while the learning approach has shifted from the level of engagement - Pedagogy to the level of cultivation - Andragogy. The study explains that vocational education with the TAWOCK concept is an ideal model for developing depth.

scholarly journals The pros and cons of working from home

2020 ◽  
Vol 8 (12) ◽  
pp. 133-145
Author(s):  
Vinicius Mitchell ◽  
Luiza Novaes
Keyword(s):  
Multidisciplinary Teams ◽  
Original Research ◽  
Professional Collaboration ◽  
Remote Work ◽  
Main Research ◽  
Face To Face ◽  
Open Questions ◽  
Pros And Cons ◽  
The Subject ◽  
Fitting In

In July 2020, a group of illustrators were contacted so we could hear if their views on remote work and professional collaboration had changed, in light of the covid-19 pandemic scenario. These illustrators participated in a previous research conducted with Brazilian newspaper illustrators between 2016-2018. The main research objective was to understand how illustrators were fitting in newspaper's routines and production, considering the multiplatform publishing trend led by the rise in mobile and digital readership. As it was observed then, illustrators were already used to working remotely. The investigation focused in assessing how these professionals viewed the pros and cons of face-to-face working way compared to working remotely. Also their views on the interaction with other fields’ professionals, in projects involving Illustration & Design were considered. Illustrators of Brazilian newspapers answered a query and an interview with open questions. Although the original research had not been motivated by a pandemic scene, we believe that by renewing the subject with new data collected in 2020, the study can contribute to the ongoing broader discussions over reorganizing workflows for remote work, especially those involving designers and projects with multidisciplinary teams. This paper aims at presenting and discussing qualitative data regarding these issues.

Supporting Mathematics Teaching Practices in Online Teacher Education

2020 ◽  
pp. 55-67
Author(s):  
David Glassmeyer
Keyword(s):  
Content Knowledge ◽  
Mathematics Teaching ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Science Content ◽  
Face To Face ◽  
Mathematical Representations ◽  
Integrated Stem ◽  
Online Format ◽  
Mathematics Teaching Practices

In this chapter, the author provides an example of an integrated and collaborative activity for in-service mathematics teachers that was implemented synchronously online. While prior research details how this lesson developed middle and secondary teachers' mathematics content knowledge of logarithms and teachers' science content knowledge concept of pH, this chapter focuses on how the lesson was converted from a face-to-face format to the online format while supporting research-based essential teaching skills, specifically NCTM's Mathematics Teaching Practices (MTPs). Evidence is provided for how three MTPs were upheld using the online platform Blackboard Collaborate, followed by recommendations for other teacher educators wishing to engage teachers in online learning that supports mathematics education goals of integrated STEM education through mathematical discourse, conceptual understanding, and reasoning about mathematical representations.

scholarly journals The Outsourcing of Online Dating: Investigating the Lived Experiences of Online Dating Assistants Working in the Contemporary Gig Economy

2020 ◽  
Vol 6 (3) ◽  
pp. 205630512095729
Author(s):  
Annisa M. P. Rochadiat ◽  
Stephanie Tom Tong ◽  
Jeffrey T. Hancock ◽  
Chloe Rose Stuart-Ulin
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Virtual Organization ◽  
Online Dating ◽  
Food Delivery ◽  
Remote Work ◽  
Cottage Industry ◽  
Face To Face ◽  
Remote Employees ◽  
Gig Economy

A small cottage industry emerging within the larger gig economy is online dating assistant (ODA) companies that allow paying clients to outsource the labor associated with online dating, including profile development, date selection and matching, and even interaction (i.e., ODAs assume their clients’ identities to exchange messages with other [unsuspecting] daters to secure face-to-face dates). The newness of this industry presents an opportunity to investigate the lived experience of remote employees working in an up-and-coming virtual organization. Through interviews with six ODAs, we explored motivations, day-to-day workflow, and development of work identities. Analysis uncovered unique challenges ODAs faced when performing the “human-based” tasks of online dating, which differed starkly from other popular services being bought and sold in the gig economy (e.g., rideshare, food delivery). Findings also show how ODAs engage in pragmatic and critical sensemaking as they navigate the specific challenges associated with ODA labor, and those created by remote work and gig labor, more generally.

Reflections on a Technology–Rich Mathematics Classroom

2011 ◽  
Vol 104 (6) ◽  
pp. 432-438
Author(s):  
Thomas E. Hodges ◽  
Elizabeth Conner
Keyword(s):  
Content Knowledge ◽  
Technology Use ◽  
Mathematics Classroom ◽  
Teaching Tools ◽  
Integrating Technology ◽  
The Subject ◽  
Technology Pedagogy

Integrating technology into the mathematics classroom means more than just new teaching tools—it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content (Niess 2005). Making decisions about technology use influences not only students' conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject.

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