“I Found Myself Retweeting”

2019 ◽  
pp. 88-108 ◽  
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

“I Found Myself Retweeting”

2021 ◽  
pp. 366-381
Author(s):  
Julie A. Delello ◽  
Annamary L. Consalvo
Keyword(s):  
Student Learning ◽  
Social Presence ◽  
Learning Experience ◽  
University Student ◽  
Professional Networks ◽  
Teacher Relationships ◽  
Multiple Case ◽  
Development Goals ◽  
Student Teacher Relationships

This chapter describes a mixed-method, multiple case study that examined ways in which synchronous educational Twitter chats were used, first, to enhance graduate and undergraduate university student learning, second, to build professional networks, and third, to provide a loosely regulated means to achieving self-determined professional development goals. Findings suggest that while difficult at the onset, participation in Twitter educational chats was an enhancement to students' overall course learning experience. Specifically, university students' use of chats for educators helped them achieve social presence in this virtual environment, as well as to better understand the connections between positive student-teacher relationships and K12 student learning. Included are recommendations for use of Twitter synchronous educational chats in the college classroom as well as future directions in research.

scholarly journals Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools

2019 ◽  
Vol 52 (6) ◽  
pp. 872-903
Author(s):  
Shannon Audley
Keyword(s):  
Novice Teachers ◽  
Cultural Differences ◽  
Role Model ◽  
Golden Rule ◽  
Comparative Case Study ◽  
Case Study Design ◽  
Teacher Relationships ◽  
Teachers Beliefs ◽  
Student Teacher Relationships

Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student respect within a novel relational respect framework. Results identified that teachers’ respect beliefs were based on notions of authority, while respect experiences reflected authority and relationship-based respect. Importantly, these relationships were conceptualized as role model and friend-based respect. To help novice teachers balance their roles as both caring and authoritative figures, I propose that student respect should be thought of in relational, rather than behavioral, terms, and that teachers need to employ cultural competence when developing and maintaining their student–teacher relationships.

scholarly journals Enriching classroom learning through a microblogging-supported activity

2018 ◽  
Vol 15 (2) ◽  
pp. 93-107
Author(s):  
Kun Li ◽  
Kent Darr ◽  
Fei Gao
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Educational Resources ◽  
Classroom Learning ◽  
High Quality ◽  
Instructional Activity ◽  
Exploratory Case Study ◽  
Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

scholarly journals International Expansion of Social Enterprises as a Catalyst for Scaling up Social Impact across Borders

2020 ◽  
Vol 12 (8) ◽  
pp. 3262 ◽  
Author(s):  
Ignacio Bretos ◽  
Millán Díaz-Foncea ◽  
Carmen Marcuello
Keyword(s):  
Social Impact ◽  
Social Enterprises ◽  
Local Context ◽  
International Expansion ◽  
The Sustainable Development ◽  
International Scale ◽  
Multiple Case ◽  
Development Goals ◽  
National Boundaries

Scaling social impact and solutions beyond the local context is argued to embody a key mechanism for social enterprises (SEs) to contribute to the achievement of the sustainable development goals (SDGs) and to generate welfare-enhancing systemic change. In light of this, this article explores the potential of SE international expansion as a catalyst for scaling social impact across borders. From our reading of the literature, we discern three major typologies of cross-border scaling: Control-based, altruism-based, and hybrid. Drawing on a multiple-case study of nine international SEs, we examine why and how SEs deploy these scaling strategies on an international scale; the challenges to maximize social impact across borders associated with each of the scaling strategies, and the resources and actions that SEs can mobilize to manage such challenges associated with international expansion. Contrary to conventional wisdom and mainstream theory depicting SEs as small-sized organizations that suffer from different limitations to expand beyond their traditional national boundaries, our findings illustrate how these organizations can successfully operate on an international scale and simultaneously generate financial, social, and environmental value.

scholarly journals Principios Sustentables y Parámetros Legislativos en una mina subterránea en México. Caso de Estudio

2019 ◽  
pp. 31-34
Author(s):  
Rosa Elia MARTINEZ-TORRES ◽  
Mariusz BEDNAREK ◽  
Patricia RIVERA-ACOSTA ◽  
Maricela OJEDA-GUTIERREZ
Keyword(s):  
Sustainable Development ◽  
Environmental Parameters ◽  
Terrestrial Ecosystems ◽  
Case Study Methodology ◽  
The Sustainable Development ◽  
Production And Consumption ◽  
Legislative Framework ◽  
Multiple Case ◽  
Development Goals

The United Nations Organization is in favor of Sustainable Development through Objectives, of which four are studied for their relationship with the environment; for its part, the Legislative Framework of Mexico, provides to the agencies of the Ministry of Economy, power over the environmental parameters that must be met for companies operating in the mining-metallurgical sector. With a case study methodology, which is part of an integrated multiple case study (Yin, 2013), the environmental practices of an analysis unit (underground metal ore mine in Mexico) were investigated, obtaining information on instruments designed and, describing with a qualitative approach, the participation of the four sustainable principles selected, which obey the Sustainable Development Goals: (1) Industry, innovation and infrastructure, (2) Sustainable cities and communities, (3) Production and consumption responsible and, (4) Life and terrestrial ecosystems Therefore, the objective is: Articulate compliance with the principles of sustainability with the legislative parameters of an underground metal ore mine, to contribute to a comprehensive proposal of best practices for the Environmental Management of the miningmetallurgical sector of Mexico.

scholarly journals Findings from a Case Study on Refugees Using MOOCs to (Re)enter Higher Education

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 343 ◽  
Author(s):  
Gabi Witthaus
Keyword(s):  
Goal Setting ◽  
Social Presence ◽  
Qualitative Data ◽  
Learning Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Additional Element ◽  
Use Of Information Sources ◽  
Learning Presence

This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners’ experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the “augmented” CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed.

scholarly journals A dramaturgical perspective of online university student behaviours in a second year psychology class

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Dawn Marie Gilmore
Keyword(s):  
Social Learning ◽  
Learning Experience ◽  
University Student ◽  
Online Teachers ◽  
Collaborative Technologies ◽  
Psychology Class ◽  
Second Year ◽  
Online University Students ◽  
Social Networking Tools

This study applies dramaturgical sociology, specifically Goffman’s approach to region behaviour, to explore where students spend their time doing class related tasks in spaces other than the LMS. The context for this research is a case study of a second year psychology class at an Australian university. Data was collected about students’ front stage setting (the LMS) and backstage setting (students’ experiences on Facebook).  Over a 12-week semester 126 students were observed in the LMS. During the semester, 21 students completed fortnightly questionnaires about where they spent their time and with whom. At the end of the semester, 14 students participated in online interviews. The findings that emerged from the data illustrated how the characteristics of the audience in each setting, as well as the timing of communication and duration of each setting, may have impacted a student’s social learning experience.  This knowledge can help online teachers to understand the characteristics of a setting that might determine where students prefer to situate their learning experience. While this paper uses a dramaturgical perspective of online university students in a second year psychology class, the students’ experiences can generally be used to understand how LMS’s, social networking tools, and collaborative technologies support and impede social learning experiences in higher education.

scholarly journals Students as partners in action: Evaluating a university-wide initiative

2018 ◽  
Vol 2 (2) ◽  
pp. 85-95
Author(s):  
Leanne Coombe ◽  
Jasmine Huang ◽  
Stuart Russell ◽  
Karen Sheppard ◽  
Hassan Khosravi
Keyword(s):  
Student Learning ◽  
Learning Experience ◽  
Scaling Up ◽  
The Other ◽  
Pilot Projects

This case study was designed as one of many pilot projects to inform the scaling-up of Students as Partners (SaP) as a whole-of-institution strategy to enhance the student learning experience. It sought to evaluate the other pilots in order to understand the phenomena of partnerships and how students and staff perceive the experience of working in partnership. It also sought to explore the extent of benefits and challenges experienced by staff and students throughout the process and identify potential implications for future implementation.

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