scholarly journals Help-Seeking Experiences of Health Care Learners in a WebCT Online Graduate Study Program

2005 ◽  
Vol 31 (2) ◽  
Author(s):  
Sherri Melrose ◽  
Bonnie Shapiro ◽  
Carrie LaVallie
Keyword(s):  
Health Care ◽  
Help Seeking ◽  
Theoretical Perspective ◽  
Primary Source ◽  
Study Data ◽  
Research Approach ◽  
Study Program ◽  
Educational Support ◽  
Action Research Approach ◽  
Message Involvement

This article presents findings from a qualitative research project that explored health care students’ activities related to seeking help within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included one question on a program satisfaction questionnaire, focus groups and ten individual audio tape-recorded transcribed interviews. Content was analyzed for themes and confirmed through ongoing member checking with participants. The following four overarching themes were identified and are used to explain and describe significant features of help-seeking experiences of online health care learners: (1) Self-help included reflection and re-reading directions available within the course; (2) A primary source of help was other students in the class; (3) Involving family, friends and co-workers provided important educational support; and (4) Instructors’ first message, involvement in weekly discussions and anecdotal comments were highly valued.

scholarly journals Online Graduate Study Health Care Learners' Perceptions of Instructional Immediacy

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
Sherri Melrose ◽  
Kim Bergeron
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Theoretical Perspective ◽  
Study Data ◽  
Communication Strategy ◽  
Research Approach ◽  
Graduate Study ◽  
Immediacy Behaviors ◽  
Action Research Approach ◽  
Study Programs

Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. And yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore health care students' ideas about and activities related to instructional immediacy behaviors within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included two focus groups and ten individual audio-tape recorded transcribed interviews. Content was analyzed by both the primary researcher and an assistant for themes and confirmed through ongoing member checking with participants. The following three overarching themes were identified and are used to explain and describe significant features of instructional immediacy behaviors that health care learners who graduated from either a Master of Nursing or Master of Health Studies distance education program found valuable. 1) Model engaging and personal ways of connecting; 2) Maintain collegial relationships; and 3) Honor individual learning accomplishments.

scholarly journals Investigating self-regulation in the context of a blended learning computing course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Daniel F.O. Onah ◽  
Elaine L.L. Pang ◽  
Jane E. Sinclair
Keyword(s):  
Time Management ◽  
Help Seeking ◽  
Theoretical Perspective ◽  
Self Regulation ◽  
Independent Study ◽  
Research Approach ◽  
Small Data ◽  
Content Type ◽  
Action Research Approach ◽  
High Level

PurposeMassive open online courses (MOOCs) provide an innovative educational technology, which has become widely used for distance learning by independent learners. However, there has been little work so far to study the effects of using MOOCs as part of a blended classroom approach in which learning activities take place both online and in a traditional classroom setting. The purpose of this study is to investigate the aspects of blended MOOC usage in the context of a computing course for first-year undergraduates at a UK university.Design/methodology/approachThe MOOC was implemented on a purpose-built platform that supports learners to make informed choices about their learning path. This research investigates students’ capacity for self-regulated learning (SRL) and understands their preparedness for independent study, profile the general areas of SRL strength and weakness, which may affect their ability to learn effectively in a self-directed environment. An existing survey instrument, based on a six-dimensional conceptualization of SRL was adapted to investigate the self-regulation in the MOOC study.FindingsThe results demonstrate that the dimensions of self-evaluation and time management represent particular areas of weakness for these students. Furthermore, profiles of SRL for individual students show considerable differences in capability within the study. However, the deficiencies in SRL dimensions contrast with the students’ of generally high levels of attainment. This leads us to question the validity of the existing SRL. Furthermore, a high level of social interaction and help-seeking was reported in relation to the MOOC study indicating the increasing importance of social learning and the importance of co-regulation for SRL.Research limitations/implicationsAlthough this study presents findings from a small data sample, it points to a number of areas for future implementation and exploration. Firstly, in line with the action research approach, students’ SRL could, in the future, be tested early in the course with the MOOC component being ideally placed to provide personalised support for each student in aspects which they may benefit from developing further. Secondly, for students in the cohort studied in this paper, a longitudinal study will track how their SRL develops as they progress through the degree. We feel that it is important to gain further qualitative data to understand how students work in practice and the strategies they adopt when confronted with different modes of learning. Finally, it is necessary to consider the conceptualisation of SRL to understand if existing instruments could be adapted to provide a more accurate assessment of the effectiveness of learners’ self-regulation.Originality/valueThere has been little research on the effects of using a MOOC as the online component of a blended classroom learning approach. This study has used a theoretical perspective of SRL to investigate the approaches to self-regulation adopted by undergraduate computer science students studying in a blended MOOC environment. The MOOC used for this purpose was developed on the innovative eLDa platform, allowing students to determine, track and visualise their individual path through topics and materials offered in the MOOC.

scholarly journals Student Emotions Matter

2020 ◽  
Vol 8 (1) ◽  
pp. 3-14
Author(s):  
Wendee White ◽  
Richard D Ingram
Keyword(s):  
Action Research ◽  
Online Survey ◽  
Student Experience ◽  
Well Being ◽  
Study Data ◽  
Coping Resources ◽  
Three Dimensions ◽  
Research Approach ◽  
Postgraduate Student ◽  
Action Research Approach

Increasingly, the taught postgraduate student experience is being recognised as a complex journey influenced by a multiplicity of interconnected factors that are institution-related, discipline specific, and socio-culturally informed. This emergent recognition of the complexity of being a TPG student underpinned the research study reported in this paper; well-being was conceptualised as central to the student experience and interconnected with five facets of the student journey. It was explored through the lens of emotion and as an independent variable. Guided by principles of pragmatism, the study followed an action research approach seeking the perceptions of TPG students engaged in academic study and in turn reports the findings relating to their student experience. This paper reports on findings from year 1 (2017-18 academic year) of a 3-year longitudinal study.  Data were collected in 2 phases using an online survey followed by focus group interviews and then underwent thematic analysis.  Our findings reinforce and further inform the understanding that the TPG student experience is uniquely complex. Through our exploration we have come to understand TPG student experience as an emotionally rich process influenced by three dimensions of the student journey, degree of connectedness; effectiveness of supports; and quality of communication, that elicit threat or challenge appraisals based on perceived demands and coping resources, triggering emotion responses that impact well-being, and learner engagement.  Keywords: taught postgraduate student experience, well-being, emotion, action research

“Recognize Our Humanity”: Immigrant Youth Voices on Health Care in Arizona’s Restrictive Political Environment

2018 ◽  
Vol 29 (4) ◽  
pp. 498-509 ◽  
Author(s):  
Sofía Gómez ◽  
Heide Castañeda
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Immigrant Youth ◽  
Lessons Learned ◽  
Research Approach ◽  
Policy Recommendations ◽  
Care Providers ◽  
Care Needs ◽  
Action Research Approach ◽  
Important Position

The “DACAmented Voices in Healthcare” project examined the intersection of restrictive immigration policies and health care via photovoice, a participatory action research approach, with immigrant youth living in Arizona, who were recipients of the Deferred Action for Childhood Arrivals (DACA) program. These “DACAmented” youth took part in nine photovoice sessions exploring their health care experiences and accessibility to care using documentary photography and narratives. They poignantly illustrated their experiences through images identifying their main health concerns and strengths, facilitating the development of health policy recommendations. This article illustrates the thematic findings and discusses policy recommendations and lessons learned from presentations to policy makers and health care providers. Findings suggest that immigrant youth are knowledgeable of their family’s health care needs and hold a unique and important position within mixed-status households. Health care providers can benefit from the proposed recommendations by building bridges to care to address health equity in immigrant communities.

scholarly journals Improving Mathematics Problem Solving Ability through Team Assisted Individualization Learning Model

2020 ◽  
Vol 2 (2) ◽  
pp. 120-132
Author(s):  
Arrahim Arrahim ◽  
Rini Endah Sugiharti ◽  
Desinta Damayanti
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Descriptive Analysis ◽  
Study Data ◽  
Average Score ◽  
Research Approach ◽  
Mathematics Problem Solving ◽  
Action Research Approach ◽  
Minimum Score ◽  
The Mean

The purpose of this study was to improve students' problem-solving abilities using the Team Assisted Individualization (TAI) model in students grade IV of Bekasi Jaya II State Elementary School. This study was carried out because of the students' low problem-solving ability in Mathematics.This study employed the Classroom Action Research approach, which was conducted in two cycles. Each cycle has four stages, namely, planning, implementation, assessment, and reflection stage. About 27 students from grade IV has participated in this study. Data collection was carried out through written tests and observation sheets. Data were analyzed with descriptive analysis. The criterion for success in this study is if 80% of students achieve a minimum score of 75.Based on the results, the students' problem-solving ability in cycle I with classical completeness was 59%, and got an average score of 72. In cycle II with 89% classical completeness, and the mean score of students' problem-solving abilities increased to 88. Thus, it can be concluded that the Team Assisted Individualization model can improve the conceptual understanding of grade IV students of Bekasi Jaya II State Elementary School.

Sensemaking, sensegiving and sensebreaking

2016 ◽  
Vol 17 (2) ◽  
pp. 218-237 ◽  
Author(s):  
Marco Giuliani
Keyword(s):  
Theoretical Perspective ◽  
Research Approach ◽  
Content Type ◽  
Managerial Practices ◽  
Extant Literature ◽  
Action Research Approach ◽  
Different Types ◽  
Pros And Cons ◽  
Lock In

Purpose – The purpose of this paper is to investigate how organizations make sense of and give sense to intellectual capital (IC) measurements, i.e. to analyse the sensemaking, sensegiving, and sensebreaking processes with reference to IC measurements. In order to achieve this aim, a case study, developed adopting an action research approach, will be presented. Design/methodology/approach – This study is based on a case study for which an interventionist research method was adopted. Findings – The main findings are the following. First, the development of an IC project requires the development of an intense sensemaking and sensegiving activity as the managers of an organization need, first, to make sense of this new object (i.e. assign it a meaning) and of the consequent new managerial practices and, second, to diffuse the sense of IC and of its measurements within the organization. Second, the development of an IC project can be seen as a series of different types of sensemaking micro-processes (guided, fragmented, restricted, etc.) and each of them can lead to a different outcome of the practice of measuring IC; thus, it seems possible to argue that the outcome of the project depends on the specific type of sensemaking/sensegiving adopted in each phase (e.g. lock-in, mobilization, etc.). Third, it emerges that IC can be a sensebreaking device, i.e. existing measurements introduced in an “IC box” can acquire different meanings. Finally this study underlines the relevance of the “leaders” within the development of IC sensemaking processes and the related outcomes. Research limitations/implications – The main limitations of this study are twofold. The first is related to the methodology adopted and to its specific pros and cons. The second is related to the specificities (size, managerial approach, etc.) of the case examined. This paper contributes to the extant literature regarding the production and use of IC measurements “in practice” as it highlights what happens when an IC measurement system is implemented. Moreover it contributes to the development of a “theory of indicators” as it suggests aspects regarding how IC indicators are interpreted. Finally, the paper adds to the growing stream of analysis dedicated to the micro-processes of sensegiving and other sensemaking patterns, i.e. to the studies focused on how measurements are “shaped” “through the creative oral intertwining of accounting and other organizational knowledge”. Originality/value – Differently from the extant literature, this study does not adopt a theoretical perspective on how measurements are designed and used but is aimed at investigating how these measurements are designed and used “in practice”. Moreover, this study analyses the use of IC measurements focusing specifically on the micro-processes of sensemaking, sensegiving, and sensebreaking that tend to be overlooked. In other words, this study examines sensemaking processes related to IC measurements, i.e. the sensemaking of IC measurements and by means of IC measurements. Finally, this investigation considers the different types of sensemaking processes in order to interpret the different outcomes of measuring IC.

scholarly journals Digital Literacy Overview: Challenges in Online Physics Learning at New Normal Era

2021 ◽  
Vol 9 (1) ◽  
pp. 16
Author(s):  
Anastasia Novianti Manalu ◽  
Yunita Arifatul Wanda ◽  
Hilda V. N Worumboy ◽  
Indah Slamet Budiarti
Keyword(s):  
Online Learning ◽  
Physics Education ◽  
Digital Literacy ◽  
Study Data ◽  
Research Approach ◽  
Study Program ◽  
Physics Learning ◽  
New Normal ◽  
Descriptive Research ◽  
Education Study

This study aimed to determine the extent of the digital literacy contribution to physics learning carried out by students at a university in Jayapura city in Physics Education Study Program at new normal era. The descriptive research approach was used in this study. This study’s population were all students of the Physics Education Study Program divided into 4 groups totaling 96 people. Based on the sampling process from 4 existing groups, purposive sampling was carried out so that the selected ones were students from academic year 2017 with a sample size of 18 people. This research was conducted at a university in Jayapura city in Physics Education Study Program, in September 2020. In this study, data collection techniques were used in the form of a closed questionnaire (structured questionnaire) and interviews to carry data triangulation. The results showed that every aspect of digital literacy has a variation in scores and different interpretations. The three aspects are Use Skill (medium), Critical Understanding (medium), and Communicative Abilities (basic). Students have not been able to communicate and participate actively in online learning during physics classroom because they were only at the stage of uploading content. It concluded that online learning deserves of particular attention when it lasts for the long term. The efforts to elevate the process is urgently needed.

scholarly journals Action Research as a Qualitative Research Approach in Inter- Professional Education: The QUIPPED Approach

2015 ◽  
Author(s):  
Margo Paterson ◽  
Jennifer Medves ◽  
Christine Chapman ◽  
Sarita Verma ◽  
Teresa Broers ◽  
...  
Keyword(s):  
Health Care ◽  
Action Research ◽  
Health Care Providers ◽  
Professional Education ◽  
Shared Knowledge ◽  
Research Approach ◽  
Care Providers ◽  
Action Research Project ◽  
Educational Culture ◽  
Action Research Approach

The Canadian government supports the transformation of education for health care providers based on the recognized need for an inter- professional collaborative approach to care . This first paper in a series of papers demonstrates the credibility of an action research approach for the promotion and understanding of inter- professional education (IPE). Located in the critical paradigm, this action research project is concerned with creating an educational environment that enhances the ability of learners and educators to provide patient-centred care through inter- professional collaboration. The QUIPPED project has invited various stakeholders (faculty an d learners from various disciplines, consumers of health care, university administration and clinicians) to participate in the collaborative transformation of the educational culture and the co- creation of a shared knowledge for IPE.

scholarly journals Defining culturally safe primary care for people who use substances: a participatory concept mapping study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Karen Urbanoski ◽  
Bernadette Pauly ◽  
Dakota Inglis ◽  
Fred Cameron ◽  
Troy Haddad ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Concept Mapping ◽  
Help Seeking ◽  
Hierarchical Cluster ◽  
Cultural Safety ◽  
Positive Interactions ◽  
Research Approach ◽  
Starting Point ◽  
Wide Range

Abstract Background People who use substances experience high levels of substance-related stigma, both within and outside of health care settings, which can prevent people from help-seeking and contribute further to health inequities. Recognizing and respecting how political, social, economic, and historical conditions influence health and health care, cultural safety, with origins in addressing Indigenous racism, is a potential strategy for mitigating stigma and marginalization in health care. Using a participatory research approach, we applied the concept of cultural safety to develop a model of safe primary care from the perspective of people who use substances. Methods People who use or used substances were involved in all phases of the research and led data collection. Study participants (n = 75) were 42.5 years old on average; half identified as female and one quarter as Indigenous. All were currently using or had previous experience with substances (alcohol and/or other drugs) and were recruited through two local peer-run support agencies. Concept mapping with hierarchical cluster analysis was used to develop the model of safe primary care, with data collected over three rounds of focus groups. Results Participants identified 73 unique statements to complete the focus prompt: “I would feel safe going to the doctor if …” The final model consisted of 8 clusters that cover a wide range of topics, from being treated with respect and not being red-flagged for substance use, to preserving confidentiality, advocacy for good care and systems change, and appropriate accommodations for anxiety and the effects of poverty and criminalization. Conclusions Developing a definition of safe care (from the patient perspective) is the necessary first step in creating space for positive interactions and, in turn, improve care processes. This model provides numerous concrete suggestions for providers, as well as serving as starting point for the development of interventions designed to foster system change.

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