scholarly journals "E-tivities from the Front Line”: A Community of Inquiry Case Study Analysis of Educators’ Blog Posts on the Topic of Designing and Delivering Online Learning

2014 ◽  
Vol 4 (2) ◽  
pp. 172-192 ◽  
Author(s):  
Phemie Wright
2011 ◽  
Vol 10 (4) ◽  
pp. 547-557 ◽  
Author(s):  
Rachael Dobson

This article provides insights into the client−practitioner interaction, as understood through the eyes of those working at the front-line in a Drop-in Centre for homeless clients. Through a case-study analysis of ‘official’ techniques and informal approaches, it is argued that conditional practices are present in contemporary support practices. However, the picture is fragmented, with practitioners arguing for, but also deviating from, conditional strategies that aspire to shape client behaviour. Choices about appropriate responses are occasionally permeated by ‘top−down’ policy messages that aim to responsibilise and generate change in clients. However there is evidence of ‘bottom−up’ drivers informed by experiences of working with clients at the grassroots. These ‘practice realities’ shift an analysis of conditional tactics from just a moralising and disciplining approach, and suggest a more complex set of events at the front-line. Insights add to ongoing commentary about an apparent policy emphasis on rectifying the behaviour of citizens at the sharp end. Conclusions highlight the role of complexity for understanding therapeutic and disciplining elements in policies and practices. Such debates are especially relevant where they connect to the care and control of individuals understood by practitioners as both transgressive and vulnerable.


2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Kay E. Vandergrift

This case study of a distance education course in children’s literature focuses on the creation of an interpretive community and the importance of that community in online learning. It also refines Michael G. Moore’s work on transactional distance to include the concept of a faculty member’s “restrained presence” in an effort to facilitate students’ personal responsibility for their own learning and for community building in an online learning environment.


2018 ◽  
Vol 28 (2) ◽  
pp. 213-232
Author(s):  
Rayna D. Markin ◽  
Kevin S. McCarthy ◽  
Amy Fuhrmann ◽  
Danny Yeung ◽  
Kari A. Gleiser

Author(s):  
Kasey Barr ◽  
Alex Mintz

This chapter examines the effect of group dynamics on the 2016 decision within the administration of President Barack Obama to lead the international coalition in a mission to liberate Raqqa, Syria, from the Islamic State. The authors show that whereas the groupthink syndrome characterized the decision-making process of the US-led coalition’s decision to attack Raqqa, it was polythink that characterized the decision-making dynamics both in the US-led coalition and within the inner circle of Obama’s own foreign policy advisors. Through case-study analysis, the authors illustrate that groupthink is more likely in strategic decisions, whereas polythink is more likely in tactical decisions.


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