Social Presence in Online Dissertation Classes

2014 ◽  
pp. 175-191
Author(s):  
Libi Shen ◽  
Irene Linlin Chen
Keyword(s):  
Social Presence ◽  
Learning Outcome ◽  
Course Satisfaction ◽  
Timely Manner ◽  
Doctoral Graduates ◽  
Dissertation Completion ◽  
Constructive Feedback ◽  
Phone Calls ◽  
Technological Tools

This chapter reports on the results of a study that explored doctoral learners’ perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students’ course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students’ sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.

Social Presence in Online Dissertation Classes

2018 ◽  
pp. 1484-1500
Author(s):  
Libi Shen ◽  
Irene Linlin Chen
Keyword(s):  
Social Presence ◽  
Learning Outcome ◽  
Course Satisfaction ◽  
Timely Manner ◽  
Doctoral Graduates ◽  
Dissertation Completion ◽  
Constructive Feedback ◽  
Phone Calls ◽  
Technological Tools

This chapter reports on the results of a study that explored doctoral learners' perceptions of social presence in online dissertation courses. Seven doctoral graduates were interviewed to understand how social presence functions in online dissertation courses, whether social presence influences their dissertation completion, and how technological tools help improve social presence in the dissertation courses. The results of this study indicate that social presence plays an important role in online dissertation courses. Students' course satisfaction and learning outcome were associated with the degree of social presence. The use of emoticons, emails, and phone calls in online dissertation courses increased students' sense of social presence. Students were more satisfied with instructors who interacted with them frequently and who provided detailed and constructive feedback in a timely manner. Recommendations for further research are included.

Turnaround times and modes of reporting critical results in Asian laboratories

2021 ◽  
pp. 000456322198936
Author(s):  
Tony Badrick ◽  
Mohamed Saleem ◽  
Wesley Wong
Keyword(s):  
Quality Improvement ◽  
Performance Index ◽  
Clinical Chemistry ◽  
Reporting Quality ◽  
Turnaround Time ◽  
Timely Manner ◽  
Phone Calls ◽  
Key Performance Index ◽  
Critical Results

Background Reporting critical results in a timely manner is a crucial role of clinical laboratories. Traditionally, these results were reported using the phone or fax system. However, there are now other modes of communication for this reporting. Quality improvement in any organization is driven by detection of errors and benchmarking against peers. In the case of critical result reporting, there are few current widely used Benchmarking schemes. Methods The Roche Clinical Chemistry Benchmarking Survey in 2019 added questions about critical result reporting including the mode of communication and turnaround time key performance index. This survey includes over 1100 laboratories from 20 countries. Results The survey revealed a range of communication strategies with phone calls still the commonest followed by email. The key performance index for most laboratories was less than 10 min. Conclusion Benchmarking can provide key information for quality improvement activities, particularly pre- and postanalytical.

scholarly journals Sustained Use of Virtual Meeting Platforms for Classes in the Post-Coronavirus Era: The Mediating Effects of Technology Readiness and Social Presence

2021 ◽  
Vol 13 (15) ◽  
pp. 8203
Author(s):  
Yumi Yi ◽  
Rosemary Hyejin Moon
Keyword(s):  
Social Presence ◽  
Course Satisfaction ◽  
Technology Readiness ◽  
Virtual Technology ◽  
Virtual Communication ◽  
Virtual Meeting ◽  
Sustained Use ◽  
Academic Courses ◽  
In Series ◽  
Perceived Social Presence

In response to the COVID-19 pandemic, educational institutions were forced to turn to online classes that are either recorded or taught live on virtual meeting platforms. Students could, therefore, attend classes from virtually any location using their mobile devices and Internet access. Despite the prolonged pandemic, little attention has been paid to whether offering courses on a virtual meeting platform is sustainable. This study, therefore, explores the antecedents of students’ intentions regarding the sustained use of virtual meeting platforms for academic courses. We investigated the relationship between technology readiness (TR) and perceived social presence (SP) within a virtual communication setting with course satisfaction and sustained use intention. Data were collected via a survey from 525 college students in South Korea who had attended classes using a virtual meeting platform. Serial mediation analysis revealed a pathway in which SP and course satisfaction in series fully mediate the positive relationship between technology readiness and sustainability. This study discusses the implications in relation to the sustainability of virtual technology-based courses as a replacement of live classroom-based courses from a user perspective. Further research is needed to understand users’ negative experiences of attending courses on virtual meeting platforms.

scholarly journals Peer Learning through Pedagogical Observation in Driving Teacher Education in Norway

2021 ◽  
Vol 9 (1) ◽  
pp. 13-28
Author(s):  
Hilde Kjelsrud ◽  
Hilde Kjelsrud
Keyword(s):  
Focus Group ◽  
Learning Outcome ◽  
Learning Activity ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Constructive Feedback ◽  
Teacher Student ◽  
Teacher Students ◽  
Group Interviews ◽  
The University

The purpose of this article is to examine what driving teacher students think they learn from the learning activity pedagogical observation and what factors concerning this activity they think are important for their learning outcome. At a driving school connected to a university, driving teacher students give driving lessons to student drivers with a peer driving teacher student—a pedagogical observer—in the back seat. Focus group interviews involving eight driving teacher students were conducted to explore what they think they learn through pedagogical observation, and the data was analysed using thematic analysis. The focus group interviews revealed that driving teacher students think they (1) strengthen their driving teacher role, (2) strengthen their peer guidance role, (3) increase their subject knowledge (4) and learn to interact with student drivers. For this learning outcome to occur, driving teacher students point to these factors: 1) the need for a focused plan; 2) establishing a definite agreement; 3) having a committed attitude; 4) providing constructive feedback; and 5) possessing appropriate knowledge. This study contributes to the sparse research on cooperation among driving teacher students in the practical field at the university level. It shows that the learning activity of pedagogical observation enables driving teacher students to learn from each other during driving lessons as a two-way reciprocal learning activity.

scholarly journals Research Disruptions, New Opportunities: Re-Imagining Qualitative Interview Study During the COVID-19 Pandemic

2021 ◽  
Vol 20 ◽  
pp. 160940692110515
Author(s):  
Magda Nutsa Kobakhidze ◽  
Janisa Hui ◽  
Janice Chui ◽  
Alejandra González
Keyword(s):  
Well Being ◽  
Qualitative Interview ◽  
Lessons Learned ◽  
Research Projects ◽  
Phone Calls ◽  
Qualitative Interview Study ◽  
Technological Tools ◽  
Social Media Platforms ◽  
Mental Well Being ◽  
Existing Data

The COVID-19 pandemic has caused unprecedented disruption to teaching and research in universities. This has prompted the publication of a considerable number of studies, frameworks, and guidelines on teaching adaptations. Less has been written on adaptations to empirical research projects, partly because such projects have been put on hold or redesigned entirely. This paper reflects on adaptations made, challenges encountered, and lessons learned while persisting with a qualitative study involving parents, teachers, tutors, and university academics during the second and third waves of the pandemic in Hong Kong in 2020. Specifically, we reflect on the reconsideration of research design and instruments, negotiation of different kinds of access to research sites and participants, optimization of existing data sources, streamlining of data collection approaches, and consideration of the mental well-being of both researchers and respondents. The paper includes lessons learned from the use of Zoom, WhatsApp Messenger, and phone calls as technological tools, and hashtag search on social media platforms such as Facebook and Instagram. Special consideration is given to the unexpected benefits of doing research during the pandemic and the convenience of using technology and adaptability approach.

Lessons Learned for Successful Dissertation Completion From Social Work Doctoral Graduates

2017 ◽  
Vol 37 (2) ◽  
pp. 107-120 ◽  
Author(s):  
Ashley Davis ◽  
Stephanie P. Wladkowski ◽  
Rebecca G. Mirick
Keyword(s):  
Social Work ◽  
Lessons Learned ◽  
Doctoral Graduates ◽  
Dissertation Completion

scholarly journals The Problems of Generating Ideas Faced by English Language Students in Research Proposal Writing

2020 ◽  
Vol 12 (2) ◽  
pp. 88
Author(s):  
Sary Eka Wahyuni ◽  
Nina Inayati
Keyword(s):  
Initial Phase ◽  
English Language ◽  
Evaluation Research ◽  
Research Proposal ◽  
Research Writing ◽  
Timely Manner ◽  
Theoretical Frameworks ◽  
Relevant Theory ◽  
Constructive Feedback ◽  
Proposal Writing

Generating ideas plays the key role in the initial phase of writing process, but not many empirical research is available in the literature that address the problems that students face in generating ideas, especially during research proposal writing. The current study aims to find out students’ problems in generating ideas in writing the research proposal. This descriptive study mainly collected the data through survey and interview involving seventh semester students who were in their initial phase of drafting research proposal for their final projects. The data were then analyzed and presented using descriptive quantitative method. The findings indicate that most of the students’ reported facing problems when generating ideas during the initial phase of research writing. Data analysis show that the problems range from the topic development, theoretical frameworks identification, relevant theory search, trusted sources evaluation, research ideas and relevant theory connection, as well as problems and theory assessment. Some pedagogical implications in light of the findings are discussed following the presentation of the results of the study, such as the importance to provide constructive feedback in a timely manner, and discussing ways to evaluate quality resources.

An E-Learning Journey

2006 ◽  
pp. 230-262
Author(s):  
Yukiko Inoue ◽  
Suzanne Bell
Keyword(s):  
Personal Information ◽  
Learning Activities ◽  
The Internet ◽  
Learning Center ◽  
Timely Manner ◽  
Constructive Feedback ◽  
Learning Journey ◽  
E Learning ◽  
Age Appropriate ◽  
To Receive

A day in the life of a student in the year 2010: A student enters a learning center building and goes directly to her personal information panel. After checking in, the student is prompted to attach her electronic notebooks to upload homework from the prior day and transmit any communications from her parents. This information is sent to her is age-appropriate and is processed based on the type/assessment criteria. The assessed work is uploaded to her file, which she can access when she attends the class that deals with the information. This information is used as a personal baseline for the day’s individually designed learning activities. She also may upload her work electronically via the Internet to receive constructive feedback in a timely manner to make decisions on the process and progress of her work. (Smith & Shelley, 2002, p. 21)

Sign in / Sign up

Export Citation Format

Share Document