Community at a Distance: Employing a Community of Practice Framework in Online Learning for Rural Students

2019 ◽  
Vol 60 (4) ◽  
pp. 265-284
Author(s):  
Sue C. Kimmel ◽  
Elizabeth Burns ◽  
Jeffrey DiScala
Keyword(s):  
Online Learning ◽  
Community Of Practice ◽  
Rural Students ◽  
Practice Framework

Same Context, Different Strategies

2007 ◽  
Vol 17 (1) ◽  
pp. 61-81 ◽  
Author(s):  
Angela Chan
Keyword(s):  
Conversation Analysis ◽  
Community Of Practice ◽  
Social Constructionism ◽  
Close Relationships ◽  
Video Data ◽  
Politeness Theory ◽  
Dynamic Nature ◽  
Discursive Strategies ◽  
Business Meetings ◽  
Practice Framework

This paper uses audio and video data to examine the discourse of a New Zealand IT company director in business meetings. Three examples of the director dealing with behaviour by his subordinates that he wants to influence are analysed by drawing on a collection of discourse analytic frameworks including conversation analysis, social constructionism, politeness theory, and a community of practice framework. The examples reveal that the director employs a range of discursive strategies to express his disapproval and to rationalise his feedback. At times he adopts indirect and mitigated strategies, while at other times he uses explicit and authoritative strategies. Moreover, the examples also demonstrate the dynamic nature and the complexity of interaction. The analysis shows that the director’s choice of strategies in these examples is a response to the specific discourse context and represents the result of negotiation between interlocutors, and that the giving of negative feedback occurs as a sequence of utterances instead of one single utterance. Finally it is suggested that the strategies used by the director are relevant resources because of the close relationships between the director and his subordinates and the shared repertoire of the focus workplace.

What Drives Rural Students’ Online Learning Continuance Intention: An SEM Approach

2021 ◽  
Author(s):  
Lingling Liang ◽  
Qifang Zhong ◽  
Mingzhang Zuo ◽  
Heng Luo ◽  
Zhonghua Wang
Keyword(s):  
Online Learning ◽  
Rural Students ◽  
Continuance Intention

scholarly journals Penggunaan Tes Online “Testmoz” Terintegrasi dengan Googleclassroom sebagai Alternatif Alat Pembelajaran Daring

2020 ◽  
Vol 8 (2) ◽  
pp. 485-497
Author(s):  
Ivan Ashif Ardhana
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Learning Process ◽  
Assessment Tool ◽  
Rural Students ◽  
Additional Result ◽  
Design Data ◽  
Digital Platforms ◽  
Case Study Design

[The Use of the Online "Testmoz" Test Integrated with Google Classroom as an Alternative Online Learning Tool]. This study aimed to explore students’ acceptance level of the online-based assessment tool “Testmoz” integrated with Google classroom on chemistry courses. The subjects were 51 students of the fifth semester at Jurusan Tadris Kimia IAIN Tulungagung selected by purposive sampling. The method used in this study was a one-shot case study design. Data obtained from students’ questionnaires and interviews before the Covid-19 pandemic start to begin. The result shows 93,30% accepting the level of Testmoz integrated with Google classroom. These findings were supported by students’ interview data as a user that overall result was positive and shows support. The additional result shows the high interest of rural students through learning innovation using the help of information technology. These results may support the learning process on pandemic conditions that use digital platforms such as the Learning Management System (LMS) as supporting tools of learning in this era.

Building a Learning Community Online

2011 ◽  
pp. 309-321
Author(s):  
Tessa Owens ◽  
Petra Luck
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Community Of Practice ◽  
Student Evaluations ◽  
Early Years ◽  
Early Years Education ◽  
Education And Care ◽  
E Learning

This chapter reviews a pilot e-learning project at Liverpool Hope University Col-lege. It will illustrate an approach to online learning aimed at students working inthe early years education and care sector and attempts to demonstrate the devel-opment of a “community of practice.” This chapter will discuss how the contextinformed the rationale for the approaches taken by the staff team and providescommentary from student evaluations highlighting their experiences.

Communities of practice as a multidisciplinary response in times of crisis: adapting to successful online learning practices

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerrie Sadiq
Keyword(s):  
Online Learning ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Informal Education ◽  
Academic Community ◽  
Content Type ◽  
Knowledge And Skills ◽  
Delivery Model ◽  
Learning Practices ◽  
Online Format

Purpose There are many success stories during Covid-19 of academics providing expertly delivered online learning experiences for tertiary students locally and around the world. This paper aims to consider how success was achieved by academics who are not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format and who conventionally spend years working on single projects before they come to fruition. Design/methodology/approach This study provides, as a possible explanation for success, the willingness of academics to embrace a tertiary sector rather than discipline-specific collaborative learning approach to their own informal education in online learning practices through communities of practice. Using learning theory, both analytical and reflective methodologies are adopted through an examination of an example of a successful academic community of practice. Findings Engaging with a multidisciplinary community of practice can be highly beneficial for academics not specifically educated with the knowledge and skills to convert a traditional delivery model into an online format. Communities of practice provide more than online educational skills; they foster a sense of togetherness and a safe environment to share concerns and challenges on both a professional and personal level. Originality/value The benefits of communities of practice for academics during a period of profound operational disruption have yet to be documented in the literature. Specifically, this study highlights the supportive environment provided by a community of practice by examining the successful large-scale transition from face-to-face learning to an online environment during a pandemic.

Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia

2021 ◽  
pp. 222-237
Author(s):  
Jacquline Tham ◽  
S. M. Ferdous Azam ◽  
Ahmad Rasmi Albattat
Keyword(s):  
Online Learning ◽  
Rural Areas ◽  
Online Courses ◽  
Rapid Development ◽  
Rural Students ◽  
Public And Private ◽  
Non Profit ◽  
Postgraduate Students ◽  
Use Of Technology ◽  
Technological Advances

The rapid development of technological advances has brought many alterations and development to many profit-driven as well as non-profit-oriented organizations. Higher learning institutions have also benefited from technological advancements in this setting. Although the use of technology and the widespread use of online learning are no longer uncommon in the technology world, the introduction by students, undergraduate and postgraduate students of online learning courses, however, is still not as familiar as expected. This study focuses on the adoption and implementation of Malaysian higher education online courses to reach out to rural students and thus provides a systematic conceptual framework that emphasises the effect of different aspects. Students are enrolled in online courses at public and private universities in Malaysia, as they have been removed from the path of formal education. Using a self-directed survey, the data will be collected. Ultimately, the outcomes of this study can provide valuable insights into organisational methods and strengthen the leadership of a university administration that can contribute to improving student involvement and efficient programme usage.

Envisioning the Rural Virtual College Classroom

2022 ◽  
pp. 257-271
Author(s):  
Pamela B. June
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Rural Students ◽  
Academic Life ◽  
Health Issues ◽  
Face To Face ◽  
Mental Health Issues ◽  
Rural College ◽  
Rural Student ◽  
Synchronous Online

This chapter addresses intersecting challenges faced by rural college students as online learning becomes more widespread. The chapter begins by discussing the ways in which geography—specifically access to campuses and broadband—can impact rural student inclusivity. It then discusses the multifaceted challenges of rural students, whose disproportionate rates of class disparity and mental health issues can amount to personal crises during the semester. Because the boundaries between personal and academic life are less clear when taking classes from home, students may find that online learning is more difficult than traditional face-to-face classes. Therefore, the chapter offers some suggestions for professors related to simplicity and transparency. It then describes creative, flexible, and empathetic ways of approaching course construction in synchronous online courses. Finally, it offers broader suggestions for decision makers in order to maximize equity and inclusivity moving forward, as synchronous online learning becomes more normalized.

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