scholarly journals Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Jennifer Hill ◽  
Kathy Berlin ◽  
Julia Choate ◽  
Lisa Cravens-Brown ◽  
Lisa McKendrick-Calder ◽  
...  
Keyword(s):  
Undergraduate Teaching ◽  
Structured Interviews ◽  
Student Responses ◽  
Feed Forward ◽  
Assessment Feedback ◽  
Learning Attitudes ◽  
Key Characteristics ◽  
Ongoing Assessment ◽  
Academic Year

Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019–2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feed-forward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.

scholarly journals The Role of Motivation in Online Collaboration from an Active Learning Perspective

2016 ◽  
Vol 8 (2) ◽  
pp. 26-35
Author(s):  
Ashwak Abdulsalam Yousif
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Online Collaboration ◽  
Continuous Assessment ◽  
Mixed Methods Design ◽  
Positive Role ◽  
Group Interviews ◽  
Ongoing Assessment ◽  
Academic Year

The purpose of this research study paper was to explore the role of motivation in online collaboration from an active learning perspective. This study utilized qualitative and quantitative mixed methods design. To collect data, the researcher implemented initial group interviews with the grade 12 students who were involved in online projects using the PBworks wiki. The interviews aimed at exploring the reasons for the students’ reluctance to collaborate online, while they used to do so physically in the classroom. Themes that were generated by these interviews were used to develop a questionnaire that aimed at analyzing the students’ perceptions about online collaboration. The participants were 32 female students at AlShumoukh High school where the researcher works as a teacher of English for grade 12 students. Those students were involved in English continuous assessment projects online using the class PBworks wiki as part of their ongoing assessment in English in this academic year. Students were given the opportunity to work in groups or individually to complete their projects. However, all of them decided to work individually and were reluctant to collaborate online. Moreover, they wanted their pages to be hidden because they did not want their classmates to see their work online. The researcher knows very well the importance of collaboration for language learning and the role of motivation in that. Therefore, by using Keller motivational design model, this study tried to promote motivation for online collaboration. The findings of this study indicated a positive role for motivation in online collaboration: all grade12 students were involved in English collaborative ongoing assessment projects. However, the findings indicated also an essential role for the teacher in promoting and sustaining the students’ motivation to collaborate online.

scholarly journals Development of flipbook e-module problem-based learning (PBL) learning model to increase students’ learning outcomes in oxidation-reduction reaction material

2021 ◽  
Vol 2104 (1) ◽  
pp. 012024
Author(s):  
Leny ◽  
K Husna ◽  
Rusmansyah ◽  
M Kusasi ◽  
Syahmani ◽  
...  
Keyword(s):  
Research And Development ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Reduction Reaction ◽  
Student Responses ◽  
Learning Attitudes ◽  
Oxidation Reduction ◽  
Oxidation Reduction Reaction ◽  
Academic Year

Abstract Research and Development has been carried out to produce a valid, practical and effective e-module flipbook model of Problem-Based Learning (PBL) to improve learning outcomes on redox material. This type of research is Research and Development (R&D) adopting the ADDIE development model. The e-module trial was carried out in Class X MIPA at SMA Negeri 12 Banjarmasin for the 2020/2021 Academic Year. Validation and observation sheets, readability questionnaires, response questionnaires, and learning outcomes tests were occupied to collect the data. In analyzing the data, descriptive analysis was used. The results showed that the developed e-module has met the following criteria: (1) Validity; the value of the content feasibility aspect of 91% (very valid), presentation of 96% (very valid), language of 95% (very valid), and media of 94.5% (very valid). (2) Practicality, seen from the readability results of e-module on individual tests of 3.5 (very good) and small groups of 3.4 (very good), student responses to e-modules of 3.3 (very good), and responses to teacher teaching activities using e-module of 3.7 (very good). (3) Effectiveness, views and learning outcomes of knowledge with an N-gain value of 0.80 (high) and the result of learning attitudes of 83.26 (very good).

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Knowledge creation in small building and construction firms

2013 ◽  
Vol 1 (1) ◽  
pp. 125-142 ◽  
Author(s):  
Susanne Durst ◽  
Ingi Runar Edvardsson ◽  
Guido Bruns
Keyword(s):  
Construction Industry ◽  
Knowledge Creation ◽  
Vital Role ◽  
Knowledge Sources ◽  
Structured Interviews ◽  
Construction Firms ◽  
External Knowledge ◽  
Body Of Knowledge ◽  
Small Building

Studies on knowledge creation are limited in general, and there is a particular shortage of research on the topic in small and medium-sized enterprises (SMEs). Given the importance of SMEs for the economy and the vital role of knowledge creation in innovation, this situation is unsatisfactory. Accordingly, the purpose of our study is to increase our understanding of how SMEs create new knowledge. Data are obtained through semi-structured interviews with ten managing directors of German SMEs operating in the building and construction industry. The findings demonstrate the influence of external knowledge sources on knowledge creation activities. Even though the managing directors take advantage of different external knowledge sources, they seem to put an emphasis on informed knowledge sources. The study´s findings advance the limited body of knowledge regarding knowledge creation in SMEs.

scholarly journals Mediating Factor of Emotional Intelligence in Intercultural Competence and Work Productivity of Volunteers

2019 ◽  
Vol 11 (9) ◽  
pp. 2625 ◽  
Author(s):  
Jolita Vveinhardt ◽  
Rita Bendaraviciene ◽  
Ingrida Vinickyte
Keyword(s):  
Emotional Intelligence ◽  
Empirical Research ◽  
Research Methodology ◽  
Intercultural Competence ◽  
Work Productivity ◽  
Intercultural Education ◽  
Structured Interviews ◽  
Mediating Factor ◽  
The Impact

Volunteering, the volunteer’s intercultural competence and emotional intelligence contribute to intercultural education and sustainability in various societies of today. The aim of this study was to analyse the impact of emotional intelligence and intercultural competence on work productivity of volunteers. The first part of the article substantiates theoretical associations between emotional intelligence, intercultural competence and work productivity. Based on theoretical insights, empirical research methodology was prepared, which consisted of four categories divided into sub-categories that provided the structure of the question groups. The empirical research involved seven informants working in Lithuania, who welcomed volunteers from abroad. The research was conducted using the method of semi-structured interviews. The conclusions present a systematic perspective towards the role of emotional intelligence in the intercultural competence and work productivity of volunteers. In this context, emotional intelligence works as a mediating factor. The contributing role of volunteer-receiving organisations in the development of the volunteers’ emotional intelligence is also highlighted.

scholarly journals Providing multilingual logistics communication in COVID-19 disaster relief

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 517-528
Author(s):  
Jie Zhang ◽  
Yuqin Wu
Keyword(s):  
Information And Communication Technologies ◽  
Disaster Relief ◽  
Structured Interviews ◽  
Social Media Platforms ◽  
Information And Communication ◽  
Response And Recovery ◽  
Important Means ◽  
National Emergency ◽  
The Impact

AbstractTranslation is an important means of enabling access to information in an emergency response. Increasingly, volunteer translators have been using social media platforms to self-organize and carry out urgent translation tasks that effectively complement official disaster relief efforts. However, the role of crowdsourced translations and the capacity of volunteer translators in reducing the impact of disasters remain underestimated and therefore understudied. Based on semi-structured interviews with five volunteer translators and online observation of their translation practices, this study investigates the role of a volunteer-driven crowdsourced translation effort in facilitating the donation and procurement of medical supplies between Wuhan and the world. By addressing the real challenges of urgent crisis communication in Wuhan in the early stages of the pandemic, this study draws attention to the need to integrate information and communication technologies with multilingual resources for disaster relief. In addition, it calls for the inclusion of multilingual logistics in national emergency preparation, response and recovery plans.

scholarly journals Philosophers in research ethics committees—what do they think they’re doing? An empirical-ethical analysis

2021 ◽  
Author(s):  
Charlotte Gauckler
Keyword(s):  
Research Ethics ◽  
Applied Ethics ◽  
Ethics Committees ◽  
Research Ethics Committees ◽  
Structured Interviews ◽  
Discussion Section ◽  
Philosophical Perspective ◽  
Level 3 ◽  
Practical Level

AbstractResearch ethics committees in Germany usually don’t have philosophers as members and if so, only contingently, not provided for by statute. This is interesting from a philosophical perspective, assuming that ethics is a discipline of philosophy. It prompts the question what role philosophers play in those committees they can be found in. Eight qualitative semi-structured interviews were conducted to explore the self-perception of philosophers regarding their contribution to research ethics committees. The results show that the participants generally don’t view themselves as ethics experts. They are rather unanimous on the competencies they think they contribute to the committee but not as to whether those are philosophical competencies or applied ethical ones. In some cases they don’t see a big difference between their role and the role of the jurist member. In the discussion section of this paper I bring up three topics, prompted by the interviews, that need to be addressed: (1) I argue that the interviewees’ unwillingness to call themselves ethics experts might have to do with a too narrow understanding of ethics expertise. (2) I argue that the disagreement among the interviewees concerning the relationship between moral philosophy and applied ethics might be explained on a theoretical or on a practical level. (3) I argue that there is some lack of clarity concerning the relationship between ethics and law in research ethics committees and that further work needs to be done here. All three topics, I conclude, need further investigation.

scholarly journals Ecosystem dynamics: exploring the interplay within fintech entrepreneurial ecosystems

2021 ◽  
Author(s):  
Ahmad Alaassar ◽  
Anne-Laure Mention ◽  
Tor Helge Aas
Keyword(s):  
New Ventures ◽  
Ecosystem Dynamics ◽  
Resource Exploitation ◽  
Cultural Perspective ◽  
Structured Interviews ◽  
Opportunity Identification ◽  
Entrepreneurial Ecosystems ◽  
Regulatory Dynamics ◽  
Financial Technology

AbstractScholars and practitioners continue to recognize the crucial role of entrepreneurial ecosystems (EEs) in creating a conducive environment for productive entrepreneurship. Although EEs are fundamentally interaction systems of hierarchically independent yet mutually dependent actors, few studies have investigated how interactions among ecosystem actors drive the entrepreneurial process. Seeking to address this gap, this paper explores how ecosystem actor interactions influence new ventures in the financial technology (fintech) EE of Singapore. Guided by an EE framework and the use of an exploratory-abductive approach, empirical data from semi-structured interviews is collected and analyzed. The findings reveal four categories representing both the relational perspective, which features interaction and intermediation dynamics, and the cultural perspective, which encompasses ecosystem development and regulatory dynamics. These categories help explain how and why opportunity identification and resource exploitation are accelerated or inhibited for entrepreneurs in fintech EEs. The present study provides valuable contributions to scholars and practitioners interested in EEs and contributes to the academic understanding of the emerging fintech phenomenon.

Breastfeeding Experiences of Baccalaureate Nursing Students: A Qualitative Study

2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj
Keyword(s):  
Nursing Students ◽  
Health Care Providers ◽  
Baccalaureate Nursing ◽  
Community Support ◽  
Baccalaureate Nursing Students ◽  
Care Providers ◽  
Structured Interviews ◽  
Breastfeeding Support ◽  
Cross Sectional

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.

scholarly journals Role of community health volunteers in identifying people with elevated blood pressure for diagnosis and monitoring of hypertension in Malawi: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Elvis Safary ◽  
Micrina Mwandeti ◽  
Beatrice Matanje ◽  
Claudia Beiersmann ◽  
Caroline Mtaita ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Community Health ◽  
Communicable Diseases ◽  
Health Facilities ◽  
Elevated Blood Pressure ◽  
Elevated Blood ◽  
Structured Interviews ◽  
Community Health Volunteers ◽  
Provision Of Services

Abstract Background In recent years, there has been greater recognition of the important role of community health volunteers in many countries and their important role informs many health programs. This include health education, provision of services such as screening, monitoring and referral to health facilities. Their roles are better understood in the areas of communicable diseases like HIV infection, Tuberculosis and Malaria however little is known about their role in non-communicable diseases. This study seeks to explore perception of CHVs’ functions, tasks, and their fulfilment in identifying people with elevated blood pressure for diagnosis and monitoring of hypertension in Lilongwe, Malawi. Methods This was a qualitative naturalistic research design utilizing observation and semi-structured interviews with community health volunteers working in Lilongwe, Malawi. Interviews were carried out with the researcher. Participants were recruited from the ZaMaC project. An interview guide was developed with a category-guided deductive approach. The interviews were recorded through note taking. Data analysis was performed using content analysis approach. Results Community health volunteers have multiple roles in prevention and monitoring of hypertension. They act as health educators and provide lifestyle counselling. They screened for hypertension and monitored blood pressure and assisted community members to navigate the health system such as linkage to health facilities. These roles were shaped in response to community needs. Conclusion This study indicates the complexities of the roles of community health volunteer in identifying people with elevated BP for diagnosis and monitoring of hypertension. Understanding community health volunteers’ roles provides insight into their required competencies in provision of their daily activities as well as required training to fill in their knowledge gaps.

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