scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

Overcoming Implicit Bias in Collaborative Online Learning Communities

2020 ◽  
pp. 19-38
Author(s):  
Ludmila T. Battista ◽  
Lisa Wright
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Case Studies ◽  
Implicit Bias ◽  
Faculty Perspectives ◽  
Online Students ◽  
Online Learning Communities ◽  
Online Higher Education ◽  
Education Environment

This chapter will lay the groundwork for exploring implicit bias and the effects in the online higher education environment. The authors will analyze privilege, power, oppression, and institutionalized bias and explore examples in higher education, through both student and faculty perspectives. The chapter will focus on collaborative solutions to a diverse variety of case studies on implicit bias across race, culture, gender, ability, and other dimensions. An emphasis will be placed on reflective analysis and creating collaborative experiences for online students and educators.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 94-110
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

scholarly journals Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

2021 ◽  
Vol 13 (8) ◽  
pp. 4586
Author(s):  
Ting Wang ◽  
Chien-Liang Lin ◽  
Yu-Sheng Su
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
University Students ◽  
Emergency Management ◽  
Structural Equation ◽  
Higher Education Institutions ◽  
Equation Modeling ◽  
Continuance Intention ◽  
Learning Modes ◽  
Expectation Confirmation

The prevalence of COVID-19 has changed traditional teaching modes. For many teachers, online learning effectively compensated for the absence of traditional face-to-face instruction. Online learning can support students and schools and can create unique opportunities under emergency management. Educational institutions in various countries have launched large-scale online course modes in response to the pandemic. Additionally, online learning during a pandemic differs from traditional online learning modes. Through surveying students in higher education institutions, educational reform under emergency management can be explored. Therefore, university students were surveyed to investigate their continuance intention regarding online learning during the pandemic. Expectation confirmation theory was extended using the task-technology fit model to ascertain whether the technical support of promoting online learning helped student’s complete course learning tasks during the pandemic and spawned a continuance intention to use online learning in the future. Data were collected through online questionnaires. A total of 854 valid responses were collected, and partial least squares structural equation modeling was employed to verify the research hypotheses. The results revealed that the overall research framework largely explained continuance intention. Concrete suggestions are proposed for higher education institutions to promote online learning modes and methods after the COVID-19 pandemic.

Online learning communities and their effects on relational capital

2018 ◽  
Vol 48 (4) ◽  
pp. 491-503 ◽  
Author(s):  
Jorge Cegarra-Sánchez ◽  
Ettore Bolisani ◽  
Juan-Gabriel Cegarra-Navarro ◽  
Eva Martínez Caro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Undergraduate Students ◽  
Relational Capital ◽  
Content Type ◽  
Online Learning Communities ◽  
Positive Effects

Purpose An online learning community is defined as the context where knowledge sharing takes place virtually. Prior research has revealed that it is fundamentally important for higher education institutions to leverage on internal and external sources of knowledge, which can improve the value of relational capital. However, in a higher education setting, the positive effects of relationship improvement because of knowledge sharing can be jeopardized by the circulation of unverified information (i.e. counter-knowledge). The purpose of this study has been to analyse if online learning communities can counteract the effects of counterknowledge. Design/methodology/approach This study examined the relevance of online learning communities to counteract counter-knowledge, along with how this, in turn, can affect the creation of relational capital from the perspective of 210 undergraduate students using partial least squares. Findings Results support that online learning communities may help universities to not only create relational capital but also contribute to clarify misunderstandings and prevent counter-knowledge learned from badly informed sources. Originality/value There has been very limited research aimed at developing an adequate framework to analyze the role played by unverified information in universities. Therefore, this study fills this gap and proposes a framework focusing on the concept of online learning communities.

scholarly journals La vida trastocada. El sentido de la pandemia en estudiantes de educación superior

2020 ◽  
Vol 5 (16) ◽  
pp. 1714-1736
Author(s):  
José Antonio Serrano Castañeda ◽  
Lorena del Socorro Chavira Álvarez ◽  
Juan Mario Ramos Morales
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Lived Experience ◽  
Educación Superior ◽  
Education Students ◽  
Basic Principles ◽  
Educacion Superior ◽  
The Third ◽  
Students First ◽  
Witness Memory

El presente trabajo muestra un conjunto de reflexiones enlazadas al proyecto de investigación “Procesos curriculares y prácticas de acompañamiento” (PCyPA) relativas a los efectos de la pandemia en estudiantes de nivel superior. En primer lugar, exponemos algunas problemáticas relativas a dar cuenta del presente a través de algunas temáticas como demanda social, acontecimiento, memoria testigo. Más adelante, describimos el proceso de ser tutor acompañante en el programa Entre pares, que tiende a crear comunidades de aprendizaje relativas a la literacidad en educación superior, estrategia que nos ha permitido producir material narrativo. Continuamos con la exposición de principios básicos del trabajo narrativo que, como telón de fondo, apuntala nuestra trabajo formativo e indagatorio. En la tercera parte, exponemos el sentido que estudiantes dan al vivir en la pandemia a través de tres apartados: el saber caótico del virus; el Covid en casa y mu/danzas en la vida cotidiana y en las trayectorias formativas.  Cerramos con algunas reflexiones sobre la pandemia en el mundo y en específico sobre el sentido que los estudiantes otorgan a la experiencia vivida. A VIDA TRASTOCADA. O SIGNIFICADO DA PANDEMIA EM ESTUDANTES DE ENSINO SUPERIOR   RESUMO Este artigo mostra um conjunto de reflexões vinculadas ao projeto de pesquisa "Processos curriculares e práticas de acompanhamento" (PCyPA) relacionadas aos efeitos da pandemia em estudantes de nível superior. Em primeiro lugar, apresentamos alguns problemas relacionados ao tempo presente por meio de temas como demanda social, evento, memória,  testemunha. Posteriormente, descrevemos o processo de acompanhamento do programa “Entre Pares” que tende a formar comunidades de aprendizagem relacionadas à alfabetização no ensino superior, estratégia que nos permitiu produzir material narrativo. Continuamos com a exposição de princípios básicos do trabalho narrativo que sustentam nosso trabalho formativo e investigativo. Na terceira parte, explicamos o significado que os alunos dão à vida na pandemia por três seções: conhecimento caótico do vírus; o Covid em casa e transformações na vida cotidiana e nas trajetórias formativas. Concluímos com algumas refexões sobre a pandemia no mundo e, especificamente sobre o significado que os alunos dão à experiência vivida. Palavras chave: pesquisa narrativa, coetaneidade, ensino superior, pandemia, Covid-19, acompanhamento   THE TRANSFORMED LIFE. THE MEANING OF THE PANDEMIC IN HIGHER EDUCATION STUDENTS   ABSTRACT This work shows a set of reflections linked to the research project "Curricular processes and accompanying practices" (PCyPA), is focused to the effects of the pandemic of Covid in higher-level students. First, we expose some problems related to tell of the present history through some themes such as social demand, event, witness memory. Later, we will describe the process of being an accompanying tutor in the Peer-to-Peer program, which can create learning communities affected by literacy in higher education, a strategy that has allowed us to produce narrative material. It continues with the exposition of basic principles of narrative work that, underpins our formative and investigative work. In the third part, we explain the sense that students live in the pandemic through very different sections: the chaotic saber of the virus; Covid at home and changes in daily life and in training paths. We close with some reflections on the pandemic in the world and specifically about the meaning that students give to the lived experience. Keywords: narrative research, coetaneity, higher education, pandemic, Covid-19  

scholarly journals Social Network Analysis and Online Learning Communities in Higher Education: A Systematic Literature Review

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Shazia K. Jan ◽  
Panos Vlachopoulos ◽  
Mitch Parsell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Literature Review ◽  
Learning Communities ◽  
Systematic Literature Review ◽  
Online Learning Communities ◽  
Analytical Technique

This paper presents the results of a systematic literature review which sets out to explore the use of social network analysis (SNA) for investigating online learning communities in higher education. The impetus for such a review originated from an increased interest by researchers in SNA techniques to investigate interactions and learning engagement in various types of online communities. However, the researchers often omit to ground their research and SNA methods in community based learning frameworks such as communities of inquiry (CoI) and communities of practice (CoP). We identified a handful of studies that integrate SNA methods and key constructs from these frameworks and examined: SNA measures and corresponding theoretical constructs used; other analytical techniques used; limitations and; suggestions for further research. We found that while SNA is effective in detecting prominent participants, sub-groups and certain aspects of a CoP, a specific SNA measure cannot be correlated with a particular presence in a CoI. Therefore, SNA needs to be complemented with a qualitative analytical technique. Whether SNA can be used as a stand-alone technique for identifying communities remains to be seen. We also find a lack of consideration to attributional and performance variables in existing studies. In conclusion, we propose the development of a fully integrated research framework for a holistic analysis of online learning and teaching.

scholarly journals Promoting a Sense of Belonging in Online Learning Communities of Inquiry

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Susi Peacock ◽  
John Cowan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Communities ◽  
Sense Of Belonging ◽  
Meaning Making ◽  
Online Learners ◽  
Attrition Rates ◽  
Online Learning Communities ◽  
Communities Of Inquiry

A sense of belonging (SoB) is a valued concept in campus-based learning, being firmly linked with improved student attainment, increased learners’ satisfaction and reduced attrition rates. Some researchers even assert that learners are unable to fulfil the goals of higher education without acquiring a SoB.  This article recognises that SoB can help promote and consolidate learning and seeks to specify how tutors may nurture online learners’ SoB. An adapted version of the Community Inquiry Framework (CoIF) is used to frame specific suggestions for action. This revision of the well-known Framework focuses upon the overlapping intersections of the three Presences, entitled Influences: ‘Trusting’, ‘Meaning-making’ and ‘Deepening understanding’. For each Influence, guidance illustrated by examples is offered, leading to particular suggestions that concentrate upon the promotion of a sense of belonging as an important aspect of the online tutor’s facilitative activities.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

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