scholarly journals Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology

2020 ◽  
Vol 10 (1) ◽  
pp. 166
Author(s):  
İbrahim Doyumğaç ◽  
Ahmet Tanhan ◽  
Mustafa Said Kiymaz
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Interpretative Phenomenological Analysis ◽  
Community Based Participatory Research ◽  
Learning Opportunities ◽  
Economic Resources ◽  
Community Based ◽  
Main Research ◽  
Institutional Review ◽  
Facilitators And Barriers

There are three main research goals in this study including (a) understanding the most important facilitators (support, strength) and complicators (barrier, concern, issues, problems) for online or distance education during COVID-19 from the unique perspective of college students, academicians, and teachers through Online Photovoice (OPV); (b) advocating with the volunteer participants and partners as allies to share the results with the key people and institutions through online avenues to enhance facilitators and address complicators; and finally, (c) investigating participants’ attribution of facilitators and complicators based on Ecological Systems Theory (EST) levels. The researchers utilized the adapted Turkish version of OPV to collect and used Online Interpretative Phenomenological Analysis (OIPA) to analyze the data. Community-Based Participatory Research (CBPR) grounded in EST constructed the theoretical framework for the research. In total, 115 participants completed and consented for the study. Sixteen main facilitator-related themes emerged, and the five most expressed were having technology (n = 31, 35%), internet (n = 28, 32%), communication (n =18, 20%), emotions (n = 17, 19%), and economic resources (n = 16, %18). Thirteen main complicators-related themes emerged, and the five most reported barriers were lacks of technological resources (n = 41, 47%), internet (n = 40, 46%), appropriate learning environments, learning opportunities (n = 32, 36%) appropriate resources for online or distance education (n = 18, 20%), and interaction (n = 14, 16%). Participants attributed the facilitator and complicators to EST levels respectively as follows: individual/intrapsychic factors (84%; 69%), microsystem (45%; 59%), exosystem (36%; 43%), and macrosystem (34%; 44%). The researchers provided practical recommendations. The researchers obtained an institutional review board approval for this study.

Repurposing Educational Content into an International Market

2011 ◽  
pp. 1754-1757
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
International Market ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Educational Materials ◽  
Education Programs ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, the most revenue possible can be earned. In the case of higher education, one potential product is online education offerings that provide learning opportunities to students who cannot participate in a traditional education. The development of digitized educational materials for online use, however, can be costly and subsequent revenue streams may generate little or no revenue, which has occurred in some instances for distance education programs.

Institutional Review Board Basics for Pedagogy Research

2018 ◽  
Vol 4 (3) ◽  
pp. 172-177
Author(s):  
Whitney Boling ◽  
Kathryn Berlin ◽  
Rhonda N. Rahn ◽  
Jody L. Vogelzang ◽  
Gayle Walter
Keyword(s):  
United States ◽  
Participatory Research ◽  
Community Based Participatory Research ◽  
The United States ◽  
Institutional Review Board ◽  
Community Based ◽  
Institutional Review ◽  
History Of ◽  
Conducting Research ◽  
Human Participants

The institutional review board (IRB) process is often protracted and can be a source of frustration, especially when you want your research and publications to move apace. However, because of historical events, the IRB is an important requirement for conducting research with human participants and is regulated by federal oversite. When conducting research as part of a pedagogical study, it is important to identify which level of IRB review (exempt, expedited, or full board) is required. The purpose of this article is to highlight IRB basics within the United States for pedagogy research. Although there are guidelines internationally, this article specifically focuses on U.S. IRBs, including a brief history of the IRB, pedagogical and community-based participatory research, IRB review, tips for IRB submissions, and example case studies.

scholarly journals Ethics as Obligation: Reconciling Diverging Research Practices With Marginalized Communities

2020 ◽  
Vol 19 ◽  
pp. 160940692096433
Author(s):  
Jill McCracken
Keyword(s):  
Community Based Participatory Research ◽  
Ethical Challenges ◽  
Community Based ◽  
Research Practices ◽  
Formerly Incarcerated ◽  
Community Impact ◽  
Marginalized Communities ◽  
Institutional Review ◽  
Research Findings ◽  
Material Conditions

This article argues that research design is impacted by ideological frameworks, and when conducting community-based participatory research (CBPR), can create challenges and conflicts throughout the Institutional Review Board (IRB) and other institution’s approval processes. I explore the ideological frameworks that underpin conventional and CBPR methodologies to show how collaboration can influence the questions asked and answered, the roles of researchers in the project, and how research findings can better impact the community at the center of the research. I offer a snapshot of our CBPR project with women who were currently and formerly incarcerated and document the challenges we encountered given our CBPR methodology and the unique population at the center of our study. I explore the ethical challenges, complications, and delays that emerged from these conflicting ideologies and methodologies. I propose that how we engage in research and our research practices impact the questions we ask and answer, how people are represented, and ultimately the material conditions of people’s lives. I conclude with recommendations for researchers and IRBs, and even more importantly, community partners to make CBPR projects more inclusive and ethically sound and to hold researchers and IRBs accountable to more inclusive research practices that can create more effective research outcomes and greater community impact.

scholarly journals Harnessing citizen science to assess and improve utilization of metropolitan parks: the Park Activity, Recreation, and Community, Study (PARCS) in St. Louis, MO

2021 ◽  
Vol 1 (4) ◽  
pp. 186-203
Author(s):  
Aine O'Connor ◽  
Abby King ◽  
Ann Banchoff ◽  
Amy Eyler ◽  
Rodrigo Reis ◽  
...  
Keyword(s):  
Citizen Science ◽  
Community Based Participatory Research ◽  
Mixed Methods Study ◽  
Community Based ◽  
Text Data ◽  
User Groups ◽  
Facilitators And Barriers ◽  
Equity Of Access ◽  
Remote Participation ◽  
Community Input

Access to and use of parks is associated with physical activity participation. Our Voice is a systematic method blending community-based participatory research (CBPR) and citizen science. As part of a comprehensive, mixed-methods study in St. Louis, Missouri (PARCS), we tested the feasibility of the Our Voice method for gathering community input on the barriers to and facilitators of accessibility and use of large metropolitan parks, by describing the implementation of the Our Voice method among recreational and commuter users of a large metropolitan park in St. Louis, MO. Due to challenges posed by COVID-19, the Our Voice methodology was adapted for remote participation. Twenty-three citizen scientists (14 recreational park users and 9 commuters) collected and analyzed geolocated route, photo, and audio or text data on facilitators and barriers to park use and access. They identified 6 priority themes and 12 solution ideas, and presented them to stakeholders. In contrast to previous Our Voice studies, separate user groups (recreation and commuter users) independently prioritized many of the same themes. Adaptation of the Our Voice protocol to virtual practices during COVID-19 revealed positive implications for cost, reach, and scale of studies grounded in CBPR and citizen science. We provide a set of recommended practices for using Our Voice as a method to evaluate and promote equity of access and use of metropolitan parks.

scholarly journals Using Online Photovoice (OPV) to Understand Youths’ Perceptions of Distance Education during COVID-19

2021 ◽  
Vol 9 (4) ◽  
pp. 45
Author(s):  
Songül Tümkaya ◽  
Bilge Kuşdemi̇r Kayiran ◽  
Ahmet Tanhan ◽  
Ümüt Arslan
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Prospective Teachers ◽  
Community Based Participatory Research ◽  
General Information ◽  
Study Data ◽  
Online Distance Education ◽  
Support Resources ◽  
Important Barrier ◽  
Online Distance

In this study we aimed to investigate young college students’ experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).

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