Peer Learning and Social Interactions in an Asynchronous Learning Environment

2010 ◽  
pp. 181-193 ◽  
Author(s):  
Angela T. Ragusa
Keyword(s):  
Social Interactions ◽  
Student Satisfaction ◽  
Social Engagement ◽  
Peer Learning ◽  
Asynchronous Learning ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Socially Isolated ◽  
Upper Level

This chapter explores how Internet-based asynchronous communication forums utilized in teaching undergraduate courses affect social interactions and student satisfaction. Drawing from an analysis of qualitative data, such as student and teachers’ perceptions, this case study reveals four key factors that affect learner satisfaction; (1) trust of people and technology, (2) awareness of how technically-mediated interactions differ from face-to-face interactions, (3) peer-based learning opportunities, and 4) integration of relevant learning materials and opportunities for social engagement. The findings suggest that when asynchronous forums are used as the principle vehicle for communication and learning, students feel less socially isolated, report a sense of belonging, and positively evaluate learning outcomes. The case study identifies asynchronous electronic forums as an effective tool for peer learning and social interactions among upper-level distance education students in Australia.

Peer Learning and Social Interactions in an Asynchronous Learning Environment

2010 ◽  
pp. 1498-1510
Author(s):  
Angela T. Ragusa
Keyword(s):  
Social Interactions ◽  
Student Satisfaction ◽  
Social Engagement ◽  
Peer Learning ◽  
Asynchronous Learning ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Socially Isolated ◽  
Upper Level

This chapter explores how Internet-based asynchronous communication forums utilized in teaching undergraduate courses affect social interactions and student satisfaction. Drawing from an analysis of qualitative data, such as student and teachers’ perceptions, this case study reveals four key factors that affect learner satisfaction: (1) trust of people and technology, (2) awareness of how technicallymediated interactions differ from face-to-face interactions, (3) peer-based learning opportunities, and (4) integration of relevant learning materials and opportunities for social engagement. The findings suggest that when asynchronous forums are used as the principle vehicle for communication and learning, students feel less socially isolated, report a sense of belonging, and positively evaluate learning outcomes. The case study identifies asynchronous electronic forums as an effective tool for peer learning and social interactions among upper-level distance education students in Australia.

Bridging Online and Offline Social Networks to Promote Health Innovation

2011 ◽  
pp. 462-480
Author(s):  
Cameron Norman
Keyword(s):  
Social Networks ◽  
Knowledge Translation ◽  
Social Engagement ◽  
Food Systems ◽  
Idea Generation ◽  
Building Relationships ◽  
Health Innovation ◽  
Face To Face ◽  
Over Time

Complex problems require strategies that leverage the knowledge of diverse actors working in a coordinated manner in order to address them in a manner that is appropriate to the context. Such strategies require building relationships among groups that enable them to network in ways that have the intensity of face-to-face meetings, but also extend over time. The Complexity, Networks, EHealth, & Knowledge Translation Research (CoNEKTR) model draws upon established methods of face-to-face social engagement and supported with information technology and proscribes an approach to issue exploration, idea generation and collective action that leverages social networks for health innovation. The model combines aspects of communities of practice, online communities, systems and complexity science, and theories of knowledge translation, exchange and integration. The process and steps of implementing the model are described using a case study applied to food systems and health. Implications for health research and knowledge translation are discussed.

The Violet experience: Social interaction through eclectic music learning practices

2017 ◽  
Vol 35 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Jacob M. Dakon ◽  
Elene Cloete
Keyword(s):  
Social Interaction ◽  
Social Engagement ◽  
Personal Development ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Peer Learning ◽  
Formal Learning ◽  
Music Learning ◽  
Learning Practices

In this qualitative case study, we used participant observation and interviews to examine Violet, a Flemish string youth orchestra. In doing so, we identify the qualities that constitute an ‘eclectic’ ensemble space, herein defined as a musical environment that uses a blend of informal and formal learning practices. Moreover, we emphasize how members benefit musically, socially, and personally from such spaces. Our findings suggest that a blend of eclectic practices create a music space that promotes social engagement, social interaction, and peer learning among members. Additionally, eclectic music spaces allow for personal development and nurture self-appreciation. An eclectic ensemble space thus provides a rich alternative to more traditional forms of music ensemble instruction.

Blended Learning in a Creative Writing Program

2010 ◽  
pp. 63-75
Author(s):  
Chris Morgan ◽  
Janie Conway-Herron
Keyword(s):  
Pilot Study ◽  
Creative Writing ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Institutional Constraints ◽  
Writing Program ◽  
Delivery Model ◽  
Face To Face

This case study reports on the results of a two-year pilot study in blended learning in an undergraduate creative writing program at Southern Cross University in Australia. It documents the development and implementation of a blended delivery model that dispenses with outdated divisions between face-to-face and distance modes of delivery, creating a converged, blended learning experience for all students. Findings from the pilot provided important data in relation to student satisfaction, pedagogical considerations, institutional constraints, teaching technologies, faculty workload issues, and costs associated with blended learning. These findings will contribute to a University-wide move to converged, blended learning in 2009.

Beyond the Horizon

2014 ◽  
pp. 265-289
Author(s):  
Diane M. T. North
Keyword(s):  
Social Engagement ◽  
Learning Approach ◽  
University Of Maryland ◽  
Threaded Discussions ◽  
Face To Face ◽  
History Of ◽  
Course Length ◽  
The University ◽  
Goals And Objectives

The mission of this chapter is to explain the extensive step-by-step process involved in creating and teaching an online university humanities course based upon the primary educational philosophy called “constructivism.” Instead of using a distance learning or correspondence model, the University of Maryland University College’s learning approach focuses on “construction and engagement” or intensive interaction among students and professors. This social engagement (professor to student and student to student) requires more time, energy, and thought on the part of students and faculty members than face-to-face teaching. As a case study in teaching the History of the American West online within an intensive eight-week course length, this chapter provides concrete information about the course’s required concepts, skills, goals and objectives, project assignments, conference participation requirements for threaded discussions, assessment methods, and grading rubrics. The case study also addresses the current challenges facing the implementation of the course and offers recommendations. Although some of the details specifically relate to teaching a history course, they are applicable to any humanities course.

scholarly journals COVID-19 Emergency Remote Teaching Opinions and Academic Performance of Undergraduate Students: Analysis of 4 Students’ Profiles. A Case Study

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2147
Author(s):  
Gádor Indra Hidalgo ◽  
Fermín Sánchez-Carracedo ◽  
Daniel Romero-Portillo
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Face To Face ◽  
Analysis Technique ◽  
Student Profiles ◽  
Cluster Analysis Technique

Distance learning due to the COVID-19 lockdown, commonly called emergency remote teaching (ERT), substantially changed the methodology of teaching and possibly students’ perceptions of the quality of lectures. Students’ opinions should be collected and analyzed jointly with other data such as academic performance to assess the effect of this pandemic on learning. A 20-question, 4-point Likert scale specific questionnaire was designed and validated twice by a panel of experts. The survey was sent to the 365 industrial engineering undergraduate students enrolled in a chemistry course. Responses (n = 233) and academic data were collected, and four student profiles were identified by using the k-means cluster analysis technique: ‘The Lucky’, ‘The Passive’, ‘The Autonomous Learner’ and ‘The Harmed’. Students experienced the ERT differently according to their profile. Undergraduates who were better autonomous learners excelled in academic performance and were more participative in the survey. In general, students preferred face-to-face classes over distance learning. Undergraduates’ learning has been impaired due to the circumstances. However, contrary to their beliefs, the situation has benefited them with respect to grades when comparing their performance with students from previous years. Discovering what challenges students faced to adapt to the situation is key to giving students tools to grow as autonomous learners and to enable educators to apply tailored teaching techniques to improve the quality of lectures and enhance student satisfaction.

scholarly journals Citizenship Status Influencing Self-Concept Among Teenagers

2018 ◽  
Vol 2 (2) ◽  
pp. 55-62
Author(s):  
Aminuddin Ibrahim Lastar ◽  
Nor Masitah Ahamad Shaleh ◽  
M.Pusenthi P.Maniam ◽  
Siti Nur Nadia Ahmad Razil
Keyword(s):  
Qualitative Study ◽  
Social Interactions ◽  
Key Words ◽  
Structured Interview ◽  
Self Concept ◽  
Kuala Lumpur ◽  
Citizenship Status ◽  
Face To Face

The purpose of this case study is to identify the influence of citizenship status in teenagers’ self- concept who are at Kuala Lumpur Krash pad. The study is specifically conducted among those teenagers who do not hold any citizenship status and attending KL Krash pad regulary. This is a qualitative study in which the data was gatherd by conducting a face to face session using a structured interview questions. The content of the interview was divided into five sections namely; demographic, experiences, behavioural, status, and social interactions (communication). There were six participants involed in this study who were from the range of age 13-18 years old. The data was then analised for key words and gategorised under specific themes in which became the factors in contributing the influence of citizenship status on self-concept among the non Malaysian /boaderless teenagers who are attending programs at Kuala Lumpur Krash Pad.

scholarly journals THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. 309
Author(s):  
Rika Riwayatiningsih ◽  
Sulistyani Sulistyani
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Asynchronous Learning ◽  
Face To Face ◽  
Online Distance Learning ◽  
Combination Approach ◽  
Online Distance

Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and  material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning  are also provided.

scholarly journals The impact of social support on substance use recovery and exploring potential protective and risk factors during the COVID-19 pandemic

2021 ◽  
Author(s):  
Candice Hayden
Keyword(s):  
Social Support ◽  
Substance Use ◽  
Social Interactions ◽  
Social Engagement ◽  
Perceived Social Support ◽  
Face To Face ◽  
And Coping ◽  
The Impact ◽  
Virtual Interactions

COVID-19 and stay-at-home orders have caused disruptions in social interactions. Vulnerable populations, such as those in early substance use recovery, that rely on social support and social engagement have faced many challenges. The purpose of this study was to explore potential associations between perceived social support and recovery related outcomes, correlates of recovery related outcomes among face-to-face and virtual engagement, and identify characteristics that are predictive of perceived social support. Results revealed that social support was positively associated with quality of life and abstinence self-efficacy, and negatively associated with psychological distress. Additionally, recovery related outcomes differed among face-to-face and virtual interactions. Lastly, characteristics such as gratitude, mindfulness, and coping were positively associated with perceived social support.

Perceived Voice Disorders in Older Adults and Impact on Social Interactions

2021 ◽  
pp. 1-8
Author(s):  
Connie K. Porcaro ◽  
Clare Singer ◽  
Boris Djokic ◽  
Ali A. Danesh ◽  
Ruth Tappen ◽  
...  
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Social Engagement ◽  
Leisure Activities ◽  
Treatment Strategies ◽  
Voice Disorders ◽  
Community Dwelling ◽  
Vocal Performance ◽  
Older Individuals ◽  
Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

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