COVID-19 and the Digital Identity of Faculty

2022 ◽  
pp. 235-254
Author(s):  
Ambreen Shahnaz ◽  
Abdul Qayyum Khan
Keyword(s):  
Professional Development ◽  
Mixed Method ◽  
Institutional Support ◽  
Theoretical Framework ◽  
Mixed Method Study ◽  
Study Guide ◽  
Digital Identity ◽  
Negative Feelings

Based on Bennett's theoretical framework, “The Digital Practitioner,” rooted in Maslow's Hierarchy of Need, this mixed-method study investigated the digital identity of the Pakistani universities' faculty in the COVID-19 context. The data revealed that the faculty is willing to adopt digital identity with modesty, empathy, and positivity while the negative feelings like fear, risk, and mistakes have been accepted with optimism. The implications of the study guide the policymakers in academia to reflect on the teachers' digital identity and address their fears and challenges through institutional support and proper professional development opportunities.

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

2021 ◽  
Author(s):  
Nicole B. Wiggs ◽  
Linda A. Reddy ◽  
Briana Bronstein ◽  
Todd A. Glover ◽  
Christopher M. Dudek ◽  
...  
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Mixed Method ◽  
Mixed Method Study

scholarly journals Understanding and Quantifying: A Mixed-Method Study on the Journalistic Coverage of Canadian Disasters

2021 ◽  
Vol 20 ◽  
pp. 160940692199049
Author(s):  
Olivier Champagne-Poirier ◽  
Marie-Ève Carignan ◽  
Marc D. David ◽  
Tracey O’Sullivan
Keyword(s):  
Discourse Analysis ◽  
Mixed Methods ◽  
Mixed Method ◽  
News Coverage ◽  
Theoretical Framework ◽  
Mixed Methodology ◽  
Mixed Method Study ◽  
Research Project ◽  
Technical Aspects ◽  
Group Research

This article presents a mixed methodology approach that was developed to analyze news coverage of four Canadian disasters. Here, we present the technical aspects of a mixed methods group research project that enabled analysis of more than 3,014 journalistic articles. We explain how alternating between inductive and deductive epistemological stances led to the quantification of characteristics of journalistic treatment not originating from a prior theoretical framework, but rather rooted in the data under study. Although our approach does not escape the difficulties and challenges posed by mixed methods and group research, in this article we present a way out of the usual methodological segmentation in journalistic discourse analysis by simultaneously exploiting the strengths of two approaches often perceived to be opposing.

An Investigation of the Sexual and Relational Difficulties of Women Who Survived Sexual Assault: A Mixed-Method Study

2013 ◽  
Author(s):  
David Martinez Alpizar ◽  
Patricia Cabral ◽  
Mohena Moreno ◽  
Nouha H. Hallak ◽  
Luciana Lagana
Keyword(s):  
Sexual Assault ◽  
Mixed Method ◽  
Mixed Method Study ◽  
Relational Difficulties

Primary prevention in the general practitioner office - a mixed-method study

2012 ◽  
Vol 74 (08/09) ◽  
Author(s):  
C Holmberg ◽  
G Sarganas ◽  
N Mittring ◽  
V Braun ◽  
L Dini ◽  
...  
Keyword(s):  
General Practitioner ◽  
Primary Prevention ◽  
Mixed Method ◽  
Mixed Method Study

STUDENTS’ ACCEPTANCE TO USING GRAPHIC NOVELS IN LEARNING LITERATURE (L2): A MALAYSIAN CASE STUDY

2020 ◽  
Vol 1 (2) ◽  
pp. 43
Author(s):  
Abu Yazid Abu Bakar ◽  
Dayang Nurfaezah Abang Ahmad ◽  
Melor Md Yunus
Keyword(s):  
Mixed Method ◽  
Teaching And Learning ◽  
Graphic Novels ◽  
Graphic Novel ◽  
Mixed Method Study ◽  
Motivation To Learn ◽  
Esl Teachers ◽  
English As Second Language ◽  
Quantitative And Qualitative Methods

Research has shown that using graphic novels in the classroom is one of useful approaches to promote the understanding of learners especially for lengthy and difficult literature texts. This study reports the extent of graphic novel in facilitating students’ understanding of literature and the students’ perceptions towards using graphic novel in learning literature (L2) as compared to other genre of texts. This is a mixed method study which employs quantitative and qualitative methods to obtain data. The findings indicate that most students found that graphic novel helped them to enrich their vocabularies and understand the text better. The findings also reveal that students were attracted to the illustrations in the literature text in which this helps to boost their motivation to learn literature in the classroom. The findings provide useful insights for English as Second Language (ESL) teachers in incorporating and expanding the literature learning through graphic novels in the future. The findings also imply the need of ESL teachers to use graphic novels effectively in facilitating their teaching and learning of literature in L2 classrooms particularly to suit the 21<sup>st</sup> century teaching and learning.

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