A phenomenological study of lived experiences of learning communties in online courses among undergraduate pre-service teachers

2018 ◽  
Author(s):  
◽  
Chelsea Kay Bradley
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Lived Experiences ◽  
Phenomenological Study ◽  
Online Courses ◽  
Retention Rates ◽  
College Courses ◽  
University Of Missouri ◽  
The University ◽  
Study Participants

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This phenomenological study examined lived experiences of learning communities among pre-service teachers within online undergraduate college courses from a new literacies perspective. Online learning continues to grow rapidly in higher education. As institutions of higher education develop online courses and students participate in those courses, various issues arise: retention rates, feelings of isolation, and a decrease in feelings of success. Learning communities can combat these issues, but they must first be effectively implemented. This study addressed participants' common lived experiences of learning communities. To collect data, the researcher conducted three in-depth interviews with each of the 12 study participants. Based on these interviews, online undergraduate pre-service teachers' lived experiences of learning communities in their online college courses were relationship-based, generated by communication, and technologically bound.

The experience of men who were managing symptoms of COPD

2005 ◽  
Author(s):  
◽  
Peeranuch Jantarakupt
Keyword(s):  
Phenomenological Study ◽  
Longitudinal Design ◽  
Local Health ◽  
Middle Aged ◽  
University Of Missouri ◽  
Hard Time ◽  
Management Interventions ◽  
Local Health Care ◽  
One Year ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this phenomenological study was to describe the experience of middle-aged men who were managing symptoms of COPD. A longitudinal design with non-probability sampling was used. Participants were recruited through local health-care agencies. Data were obtained through three in-depth interviews with each of 8 men, aged 45 to 65 years, who lived with one or more family members and had been diagnosed with moderate (Stage II) COPD for at least one year. Interviews were tape-recorded and transcribed. Data pertaining to the participants' perceptions, actions, and intentions were analyzed using Porter's descriptive phenomenological method. Three-level taxonomies were created to describe the personal-social context of the experience (element, descriptor, and feature) and the experience (intention, component phenomenon, and phenomenon). The three contextual features were: (a) living with my physical limitations, (b) having a hard time breathing, and (d) living with a slow progressive disease. The three phenomena were: (a) adjusting to my limits in life, (b) dealing with my breathing problems, and (c) keeping my life stable with COPD. Findings led to new insights about how middle-aged men experience symptoms of COPD and develop skills to manage symptoms. Findings suggested new self-management interventions for pulmonary rehabilitation and for nursing.

scholarly journals Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

2019 ◽  
Vol 12 (1) ◽  
pp. 144-176 ◽  
Author(s):  
Melita Vega ◽  
Maria Moscoso
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Effective Means ◽  
Cognitive Demand ◽  
English For Specific Purposes ◽  
Integrated Learning ◽  
Language Level ◽  
Group Control ◽  
The University ◽  
Study Participants

Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.

scholarly journals In Search of Quality: Using Quality Matters to Analyze the Quality of Massive, Open, Online Courses (MOOCs)

2015 ◽  
Vol 16 (5) ◽  
Author(s):  
Patrick Lowenthal ◽  
Charles Hodges
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online ◽  
College Credit ◽  
Quality Matters ◽  
Massive Open Online Course ◽  
High Profile ◽  
Mixed Feelings ◽  
The University

<p>The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved MOOCs into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this article, we present the results of our inquiry, with a specific focus on the implications the results have on day-to-day practice of designing online courses.</p>

scholarly journals Educators Perspectives on Integrating Social Media to the ESL Classroom

2019 ◽  
Vol 6 (4) ◽  
pp. p478
Author(s):  
Jorge F. Figueroa ◽  
Emarely Rosa-Dávila
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Puerto Rico ◽  
Teaching And Learning ◽  
Emergent Technologies ◽  
University Level ◽  
Use Of Social Media ◽  
The University ◽  
Study Participants ◽  
Esl Classroom

This article presents a study on the perspective of two higher education professors from Puerto Rico in the use of social media for the ESL classroom. It covers the millennial generation characteristics and its influence on the teaching and learning process at the university level. Several strategies within the use of social media and emergent technologies are presented. The study participants reflect on the use of social media in the classroom and present how beneficial it has been in student achievement, retention, and engagement. Several remarks are made within the use of social media for the classroom and participants expose their experiences in the ESL classroom at the university level.

scholarly journals MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

2018 ◽  
Vol 7 (1) ◽  
pp. 40-45 ◽  
Author(s):  
Manuel León-Urritia ◽  
Ruth Cobos ◽  
Kate Dickens
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Decision Makers ◽  
Massive Open Online Courses ◽  
Strategic Decision ◽  
Educational Approach ◽  
Positive Attitudes ◽  
The University

Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions.

scholarly journals Academic-industry partnership framework of Mariano Marcos State University

2021 ◽  
Vol 10 (4) ◽  
pp. 1306
Author(s):  
Robert A. Salvador ◽  
Cherrypn B. Barbacena ◽  
Francisco D. Esponilla II
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Grounded Theory ◽  
Lived Experiences ◽  
Academic Learning ◽  
State University ◽  
Theory Analysis ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
The University

Higher education is a window for people to gain knowledge and skills. People who step out in higher academic learning are expected to be equipped with competencies needed in the different job sites. Therefore, the responsibility of every institution to seek alternatives to further enhance academic opportunities. The main objective of this study was to develop an academic-industry partnership (AIP) framework for the Mariano Marcos State University (MMSU). A qualitative research design was utilized in exploring the partnership engagement of the different colleges of the university. Interviews inquiring about participants' lived experiences were purposively selected for a grounded-theory analysis following the thematic coding process. The coding was further subjected to a triangulation for purposes of validating the data from various sources. The study revealed that the AIP is focused on the areas of instruction, research and production, and research and extension. This leads to the creation of the AIP framework which can contribute to the development of AIP policy of the MMSU and other higher education institutions.

The social complexity of woman and child valuation in rural Bangladesh

2014 ◽  
Author(s):  
◽  
Roslyn Fraser Schoen
Keyword(s):  
Economic Development ◽  
Labor Market ◽  
Lived Experiences ◽  
Local Effects ◽  
Mothers And Daughters ◽  
University Of Missouri ◽  
Rural Bangladesh ◽  
The Social ◽  
Women And Girls ◽  
The University

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation is about the lives of women and girls during a period of economic and demographic change in rural Bangladesh. This bulk of this change, often referred to as economic development, occurs at the intersection of social and economic institutions at a time when agricultural modes of production are being replaced by wage labor within a globalizing labor market. The lived experiences of this change are structured by family and kinship arrangements, ideology, history, tradition, and deeply-internalized gender norms. The purpose of this research is to document via ethnographic methods several important local effects of the shift to a wage-based economic mode from the perspective of women in terms of their roles as wives, mothers, and daughters.

The helpers' tale : a phenomenological exploration of helping behaviors across cultural divides

2019 ◽  
Author(s):  
◽  
LeCreshia M. Mckinney-Stege
Keyword(s):  
Phenomenological Study ◽  
Helping Behavior ◽  
Cross Cultural ◽  
Professional Lives ◽  
University Of Missouri ◽  
White American ◽  
Group Members ◽  
Prejudicial Attitudes ◽  
The University ◽  
Group Characteristics

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this Transcendental Phenomenological study was to describe the shared experiences of those who choose to help others (engage in helping behavior). It seems important to understand what the group characteristics are which motivate the persons who decide to help others on a regular basis; especially if they once held prejudicial attitudes towards a specific outgroup, or have been on the receiving end of prejudice expressed by another group or individual. Utilizing the Stevick-Collazzi-Keen qualitative method of analysis, the meaning of helping for a group of African American and White American individuals from a Midwestern state, was explored. By applying purposive sampling, those who engage in helping behavior as a significant and recurrent part of their personal and/or professional lives were selected. Based upon a total of 257 Significant Statements and 244 Meaning units, 35 Textual Descriptions emerged. These Textual Descriptions were further divided into 3 Major Themes: Help Requires, The Helper Experience and Help Is. It was found that individuals who engage in helping behavior tend to utilize perspective taking, have had strong models of cross-cultural prosocial behavior early in life, and who take the time and effort to feel empathy towards out-group members tend to be the most effective in their prosocial endeavors. Leaning how to sit with discomfort and uncertainty in cross-cultural situations also emerged as a strategy utilized by participants.

Fact or Myth? An Overvies of MooCs for their Capacity to Bridge the Skills Gap

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ayse Kok Arslan
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Online Courses ◽  
Bachelor's Degree ◽  
Massive Open Online Courses ◽  
Retention Rates ◽  
Literature Analysis ◽  
Skills Gap ◽  
Job Market ◽  
Massive Open Online

<p align="justify"><em>The increasing costs of higher education (HE), growing numbers of flexible anytime, anywhere learners, and the prevalence of technology as a means to up-skill in a competitive job market, have brought to light a rising concern faced by graduate students and potential graduate employers. Specifically, there is a mismatch of useful skills obtained by students through HE institutions which is evident upon graduation. Faced with this dilemma, "graduate students," or more specifically newly graduated students, with a with bachelor's degree, and a growing number of employers are turning to Massive Open Online Courses, or MOOCs, as a complimentary mechanism through which this skills gap may be bridged.</em><em></em></p><p align="justify"><em>It is found in the literature that MOOCs are often discussed within the capacity of their development, their retention rates, institutional policies regarding their implementation, and other such related areas. Examinations into their broader uses, benefits, and potential pitfalls have been limited to date. Therefore, this paper aims to analyse the literature highlighting the use of MOOCs as a means to reduce the mismatch in graduate skills. As such, this literature analysis reviews the following relevant areas: higher education and graduate skills gap, today's graduates and employability, and MOOCs and graduate skills. Through analysing the literature in these areas, this paper identifies gaps in the existing literature.</em><em></em></p>

scholarly journals Computer-Mediated Communication: A vehicle for learning

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Linda D. Grooms
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Online Courses ◽  
Computer Mediated Communication ◽  
Time Frame ◽  
Virtual Classroom ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Effective Delivery ◽  
The University

<p>The axiom of humanity’s basic need to communicate provides the impetus to explore the nature and quality of computer-mediated communication as a vehicle for learning in higher education. This exploratory study examined the experiential communication perceptions of online doctoral students during the infancy of their program. Eighty-five students were electronically queried through a 32 item open-ended questionnaire within a 13 day time frame. Preliminary findings supported the experience of Seagren and Watwood (1996) at the Lincoln Campus of the University of Nebraska, that “more information widens learning opportunities, but without interaction, learning is not enhanced” (p. 514). The overarching implications stress that faculty development and instructional planning are essential for the effective delivery of online courses, and even more so when collaborative learning is used. Facilitating group communication and interaction are areas beckoning attention as we continue to effectively organize the online classroom of this new millennium.</p> <p><B>Key Words:</B> Computer-mediated communication, online instructional pedagogy, virtual classroom, online learning, higher education, interaction, immediacy</P>

Sign in / Sign up

Export Citation Format

Share Document