Doing Fieldwork From a Distance

2021 ◽  
pp. 141-145
Keyword(s):  
Geographical Location ◽  
Added Value ◽  
Research And Practice ◽  
Learning Research ◽  
Remote Learning

The content of this chapter responds to the current historical circumstances as we continue to move towards remote learning, research, and practice. The focus here is conducting fieldwork remotely. Many of us do not live locally where we conduct the majority of our fieldwork and so we need to develop and rely on a variety of ways to stay connected through means other than being in the same geographical location. In addition, as we experience the Covid-19 pandemic, it becomes necessary to think about the possible reconfigurations that will result from this, especially for those conducting fieldwork. This chapter offers a discussion on the constraints that doing fieldwork remotely represents, and also the opportunities and added value that emerge when doing fieldwork from a distance. Here they discuss the limitations for constructing and sustaining rapport with communities when working remotely, and also the value that it has in terms of security and time.

Emerging themes in distance learning research and practice: some food for thought

2002 ◽  
Vol 4 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Eduardo Salas ◽  
Mary P. Kosarzycki ◽  
C. Shawn Burke ◽  
Stephen M. Fiore ◽  
Dianna L. Stone
Keyword(s):  
Distance Learning ◽  
Research And Practice ◽  
Learning Research ◽  
Emerging Themes

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

Global Approaches to Early Learning Research and Practice: An Introduction

2017 ◽  
Vol 2017 (158) ◽  
pp. 7-10
Author(s):  
Kenneth R. Pugh ◽  
Peggy McCardle ◽  
Annie Stutzman
Keyword(s):  
Early Learning ◽  
Research And Practice ◽  
Learning Research

scholarly journals Collaboration Analytics Need More Comprehensive Models and Methods: An Opinion Paper

2021 ◽  
Vol 8 (1) ◽  
pp. 13-29
Author(s):  
Areum Han ◽  
Florian Krieger ◽  
Samuel Greiff
Keyword(s):  
Learning Analytics ◽  
Contextual Information ◽  
Future Research ◽  
Classroom Setting ◽  
Research And Practice ◽  
Learning Research ◽  
Technology Advances

As technology advances, learning analytics is expanding to include students’ collaboration settings. Despite their increasing application in practice, some types of analytics might not fully capture the comprehensive educational contexts in which students’ collaboration takes place (e.g., when data is collected and processed without predefined models, which forces users to make conclusions without sufficient contextual information). Furthermore, existing definitions and perspectives on collaboration analytics are incongruent. In light of these circumstances, this opinion paper takes a collaborative classroom setting as context and explores relevant comprehensive models for collaboration analytics. Specifically, this paper is based on Pei-Ling Tan and Koh’s ecological lens (2017, Situating learning analytics pedagogically: Towards an ecological lens. Learning: Research and Practice, 3(1), 1–11. https://doi.org/10.1080/23735082.2017.1305661), which illustrates the co-emergence of three interactions among students, teachers, and content interwoven with time. Moreover, this paper suggests several factors to consider in each interaction when executing collaboration analytics. Agendas and recommendations for future research are also presented.

National economy investmentattr activeness: a bibliographican alysis

2020 ◽  
pp. 62-75
Author(s):  
Bogdan Moskaleko ◽  
Oleksandr Borovik ◽  
Yaroslav Reshetniak
Keyword(s):  
Emerging Market ◽  
Geographical Location ◽  
Added Value ◽  
Fdi Inflows ◽  
The World ◽  
Potential Evaluation ◽  
High Level ◽  
Access Data ◽  
New Jobs

Introduction. The problem of country investment attractiveness, and approaches to its evaluation have been thoroughly debated over few last decades. Attracting of foreign direct investment (FDI) that is dedicated to creation of new jobs and added value in Ukraine, is relevant since independence declaration in 1991 and until now. It is believed, Ukrainian economy has unlimited investment potential, and reasonable high level of investment attractiveness, based on its geographical location and existing natural resources. Apparently, based on open access data, Ukraine has one of the worst in Europe FDI and GDP dynamic. Thus, the fundamental studies considering concept of “country investment potential” is highly relevant due to current macroeconomic condition in Ukraine. Within this work, authors researched recent studies of investment attractiveness evaluation around the world, and assumed their common principles. purpose of the research is to review most recent publications around the world on country investment potential evaluation topic. Results.The authors researched current relevant publications in journals which are indexed by international research databases. The analysis has shown that vast majority of current studies are connected to emerging market economies such as China and India. Among those papers, the most common approach to evaluate country’s investment attractiveness was usage of statistical methods. It allows considering a reasonably significant number of independent variables. Based on UNCTAD data [1], emerging economies show the best dynamic data related to GDP growth, and FDI inflows and outflows within last decade. According to abovementioned, the authors focused the research related to developing countries. Prospects. The Future researches could be long-term promising within the direction of country investment potential evaluation, taking into consideration socio-cultural determinants of specific countries in relevant statistical models.

Organizational Learning as a Social Process

2017 ◽  
pp. 132-155
Author(s):  
Jieun You ◽  
Junghwan Kim ◽  
Sarah M Miller
Keyword(s):  
Social Capital ◽  
Social Interaction ◽  
Organizational Learning ◽  
Learning Process ◽  
Social Process ◽  
Methodological Framework ◽  
Network Approach ◽  
Research And Practice ◽  
Factors Influencing ◽  
Learning Research

This chapter discusses about application of social capital and network approach to organizational learning research and practice. The shift of organizational learning perspective from a technical or system-structural perspective to a social or interpretative perspective highlights that organizational learning process is socially embedded and is based on social interaction/relationships. Social capital and network theories provides a conceptual framework to explain how organizational learning takes place as well as identifies social and network factors influencing organizational learning. Thus, the chapter provides implications for establishing a conceptual and methodological framework to describe and evaluate an organizational learning process by extensively reviewing the recent organizational learning research adopting social capital and network approach.

Mobile Technology and Student Learning

2014 ◽  
pp. 32-41
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

scholarly journals Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)

2017 ◽  
Vol 18 (7) ◽  
Author(s):  
Greig Krull ◽  
Josep M. Duart
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Research Topic ◽  
Research Trends ◽  
Mobile Technologies ◽  
Research Topics ◽  
Research And Practice ◽  
Emerging Trends ◽  
Research Themes ◽  
Learning Research

The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

scholarly journals Evaluation Methods for the Impacts of Shared Mobility: Classification and Critical Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10504
Author(s):  
Anastasia Roukouni ◽  
Gonçalo Homem de Almeida Correia
Keyword(s):  
State Of The Art ◽  
The State ◽  
Added Value ◽  
Research And Practice ◽  
Shared Mobility ◽  
The World ◽  
Different Types ◽  
Pros And Cons

In recent years, shared mobility services have had a growing presence in cities all over the world. Developing methodologies to measure and evaluate the impacts of shared mobility has therefore become of critical importance for city authorities. This paper conducts a thorough review of the different types of methods that can be used for this evaluation and suggests a classification of them. The pros and cons of each method are also discussed. The added value of the paper is twofold; first, we provide a systematic recording of the state of the art and the state of the practice regarding the evaluation of the impacts of shared mobility, from the perspective of city authorities, reflecting on their role, needs, and expectations. Second, by identifying the existing gaps in the literature, we highlight the specific needs for research and practice in this field that can help society figure out the role of urban shared mobility.

scholarly journals Arts-Informed Narrative Inquiry: Crossing Boundaries of Research and Teaching-Learning

2016 ◽  
Vol 9 (2) ◽  
pp. 473-487
Author(s):  
Jasna Krmpotić Schwind ◽  
Gail M. Lindsay
Keyword(s):  
Mental Health ◽  
Narrative Inquiry ◽  
Research And Practice ◽  
Research And Teaching ◽  
Knowing That ◽  
Embodied Knowing ◽  
Learning Research ◽  
Creative Self ◽  
Teaching Learning

Creative engagement accesses profound knowing and understanding that is not reachable by words alone. Situated in Connelly and Clandinin’s Narrative Inquiry, we use creative self-expression in teaching-learning, research, and practice. We examine artful approaches used in research with students and nurses in mental health, and in our classrooms. Through such artful inquiry we push the boundaries of what it means to co-create knowledge. Our students, future caregivers, learn how knowing has both epistemological and ontological dimensions. In our experience, it is embodied knowing that has the greatest potential for making connections with those in our care.

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