scholarly journals Guidance for wiki-supported collaborative learning and community knowledge building for an entire class: Enhancing learning environments during the COVID19 pandemic

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Chun-Yi Lin ◽  
Charles M. Reigeluth
Keyword(s):  
Collaborative Learning ◽  
Focus Group ◽  
Small Group ◽  
Learning Environments ◽  
Student Motivation ◽  
Knowledge Building ◽  
Instructional Theory ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Aprendizaje Colaborativo

El propósito de este estudio es desarrollar una teoría instruccional para el aprendizaje colaborativo apoyado por wiki en el contexto de proyectos de pequeños grupos para el desarrollo del conocimiento colaborativo en cursos de pregrado. El documento presenta la teoría instruccional desarrollada a través de dos implementaciones y analiza cómo esta teoría puede enriquecer el aprendizaje independientemente de las limitaciones durante la pandemia del COVID19, en la que las reuniones de grupos pequeños son posibles pero las reuniones de clases grandes se trasladan a educación en línea.   Aunque, en teoría, los wikis deberían ser una tecnología poderosa para apoyar el aprendizaje colaborativo, la investigación empírica revela desafíos con respecto a la motivación del estudiante, la dinámica de grupo y la evaluación. Para cerrar las brechas entre la teoría y la práctica, utilizamos el enfoque de investigación basado en el diseño (DBR) y colaboramos con dos profesionales expertos para desarrollar la teoría de la instrucción. El proceso de investigación incluye una teoría inicial, implementaciones en dos casos y refinamiento de la teoría. La recopilación y el análisis de datos incluyen la revisión de la literatura, múltiples entrevistas individuales con expertos antes y durante las implementaciones, observaciones semanales de la clase, entrevistas de grupos focales con los estudiantes durante la implementación, análisis de contenido de los wikis de la clase y entrevistas de grupos focales con expertos para perfeccionar la teoría.   Los resultados del estudio presentado en este documento se centran en la construcción de una teoría instruccional refinada, que a su vez se basa en el trabajo teórico, el conocimiento heurístico de los instructores expertos y la eficacia local. Además, este documento incluye principios de diseño con algunas consideraciones para apoyar el aprendizaje en entornos COVID19. En otras palabras, el éxito de usar wikis para fomentar una cultura de compartir y para aumentar la motivación y participación de los estudiantes en el trabajo de proyectos individuales o grupales, así como en la construcción de conocimiento comunitario para toda una clase, puede enriquecer el aprendizaje durante la pandemia al crear entornos de aprendizaje centrados en el alumno, en el conocimiento, en la evaluación y en la comunidad. The purpose of this stu­­­dy is to develop an instructional theory for scaffolding wiki-supported collaborative learning in small group projects and in collaborative knowledge development for undergraduate courses. The paper presents the instructional theory developed through two implementations and discusses how this instructional theory may enrich learning regardless of the constraints during the COVID19 pandemic, in which small-group meetings are possible but large-class meetings are moved online. Although, in theory, wikis should be a powerful technology to support collaborative learning, empirical research reveals challenges regarding student motivation, group dynamics, and assessment. To bridge the gaps between theory and practice, we used the design-based research approach (DBR) and collaborated with two expert practitioners to develop the instructional theory. The research process includes an initial theory, implementations in two cases, and theory refinement. Data collection and analysis involve literature review, multiple individual interviews with experts before and during implementations, weekly class observations, focus-group interviews with students during implementation, content analysis of class wikis, and focus-group interviews with experts for theory refinement. The results of the study presented in this paper focus on the refined instructional theory, which was grounded in theoretical work, expert instructors’ heuristic knowledge, and local effectiveness. In addition, this paper includes design principles with some considerations to support learning in COVID19 environments. In other words, the success of using wikis to foster a culture of sharing, and to increase student motivation and participation in individual or group project work, as well as in community knowledge building for an entire class, may enrich learning during the pandemic by creating learner-centered, knowledge-centered, assessment-centered, and community-centered learning environments.

Perspective Transformation through Small Group Discipleship among Undergraduate University Students in Nairobi, Kenya

2018 ◽  
Vol 15 (3) ◽  
pp. 340-360
Author(s):  
Mary Wanjiru Mwangi
Keyword(s):  
Focus Group ◽  
University Students ◽  
Small Group ◽  
Spiritual Disciplines ◽  
Perspective Transformation ◽  
Christian Faith ◽  
Focus Group Interviews ◽  
Group Leaders ◽  
Undergraduate University Students ◽  
Group Interviews

This study explored ways in which participating in small group discipleship fosters perspective transformation among undergraduate university students. Sixteen college students, who had participated in small group discipleship for two or more years, were interviewed. Also, two focus group interviews, constituted of small discipleship group leaders, were conducted for triangulation. The findings revealed perspective transformation was fostered through connectedness to God, individual engagements, transformational pedagogy, transformative relationships, and mentoring. The study highlighted the need for teaching foundational knowledge about the Christian faith, equipping learners to: practice spiritual disciplines, do ministry, and competently carry out successful Christian lives, relationships, and mentoring.

“With Tension Comes a Little Work”

2017 ◽  
pp. 238-261
Author(s):  
Jacquelyn Chappel
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Web 2.0 ◽  
Peer Review ◽  
Student Motivation ◽  
Work Motivation ◽  
Conventional Wisdom ◽  
Focus Group Interviews ◽  
Writing Class ◽  
Group Interviews

“‘With Tension Comes a Little Work': Motivation and Safety in Online Peer Review” investigates whether the infringement of privacy inherent in using semi-public Web 2.0 platforms disrupts students' sense of safety. Grounded in the work of composition theorist Peter Elbow, this study offers a qualitative study using a questionnaire and focus group interviews to report on the experiences of 33 students using Google Drive in a freshman writing class. Contrary to the conventional wisdom that students need to feel safe in order to learn, the study finds that some discomfort contributed to student motivation and that too much comfort actually decreased motivation.

scholarly journals Youth Centres as Foodscapes and Informal Learning Environments in Finland

Young ◽  
2021 ◽  
pp. 110330882098800
Author(s):  
Eila Kauppinen ◽  
Tomi Kiilakoski ◽  
Päivi Palojoki
Keyword(s):  
Young People ◽  
Focus Group ◽  
Informal Learning ◽  
Learning Environments ◽  
Youth Work ◽  
Focus Group Interviews ◽  
Informal Learning Environments ◽  
Food Education ◽  
Integral Element ◽  
Group Interviews

Although not adequately studied in the research on youth work, food is and has been an integral element of youth centres. This article examines what characterizes youth centres as foodscapes and explores which aspects of youth centres support the food-related learning of young people. We merge the traditions of youth work research, food education and learning. The data of the study consist of two rounds of focus group interviews ( N = 14) conducted with young people aged 13 to 17. The data are qualitatively analysed using the five aspects meal model, which was developed to analyse foodscapes. The results of this study suggest that when youth centres, as foodscapes, are based on the active participation of young people and offer them opportunities to have an influence on the activities and work with peers, it is easier for young people to be inspired and learn.

Management Strategy for Distributing Questionnaires and Interview Guidelines in the Research Data Collection Process

2018 ◽  
Vol 2 (2) ◽  
pp. 104-111
Author(s):  
Po. Abas Sunarya ◽  
George Iwan Marantika ◽  
Adam Faturahman
Keyword(s):  
Focus Group ◽  
Data Collection ◽  
Management Strategy ◽  
Research Data ◽  
Accurate Information ◽  
Focus Group Interviews ◽  
Good Management ◽  
Research Activities ◽  
Data Collection Process ◽  
Group Interviews

Writing can mean lowering or describing graphic symbols that describe a languageunderstood by someone. For a researcher, management of research preparation is a veryimportant step because this step greatly determines the success or failure of all researchactivities. Before a person starts with research activities, he must make a written plan commonlyreferred to as the management of research data collection. In the process of collecting researchdata, of course we can do the management of questionnaires as well as the preparation ofinterview guidelines to disseminate and obtain accurate information. With the arrangement ofplanning and conducting interviews: the ethics of conducting interviews, the advantages anddisadvantages of interviews, the formulation of interview questions, the schedule of interviews,group and focus group interviews, interviews using recording devices, and interview bias.making a questionnaire must be designed with very good management by giving to theinformation needed, in accordance with the problem and all that does not cause problems at thestage of analysis and interpretation.

scholarly journals Counter-talk as symbolic boundary drawing: Challenging legitimate cultural practices in individual and focus group interviews in the lower regions of social space

2021 ◽  
pp. 003802612110144
Author(s):  
Riie Heikkilä ◽  
Anu Katainen
Keyword(s):  
Focus Group ◽  
Power Relations ◽  
Social Space ◽  
Cultural Practices ◽  
Qualitative Interviews ◽  
Focus Group Interviews ◽  
Moral Boundaries ◽  
Popular Classes ◽  
Group Interviews ◽  
Symbolic Boundary

In qualitative interviews, challenges such as deviations from the topic, interruptions, silences or counter-questions are inevitable. It is debatable whether the researcher should try to alleviate them or consider them as important indicators of power relations. In this methodological article, we adopt the latter view and examine the episodes of counter-talk that emerge in qualitative interviews on cultural practices among underprivileged popular classes by drawing on 49 individual and focus group interviews conducted in the highly egalitarian context of Finland. Our main aim is to demonstrate how counter-talk emerging in interview situations could be fruitfully analysed as moral boundary drawing. We identify three types of counter-talk: resisting the situation, resisting the topic, and resisting the interviewer. While the first type unites many of the typical challenges inherent to qualitative interviewing in general (silences, deviations from the topic and so forth), the second one shows that explicit taste distinctions are an important feature of counter-talk, yet the interviewees mostly discuss them as something belonging to the personal sphere. Finally, the third type reveals how the strongest counter-talk and clearest moral boundary stemmed from the interviewees’ attitudes towards the interviewer herself. We argue that counter-talk in general should be given more importance as a key element of the qualitative interview. We demonstrate that all three types of counter-talk are crucial to properly understanding the power relations and moral boundaries present in qualitative interviews and that cultural practices are a particularly good topic to tease them out.

scholarly journals We Want More Than Life-Sustaining Treatment during End-of-Life Care: Focus-Group Interviews

2021 ◽  
Vol 18 (9) ◽  
pp. 4415
Author(s):  
Mirinae Kim ◽  
Minju Kim
Keyword(s):  
Focus Group ◽  
End Of Life ◽  
End Of Life Care ◽  
Life Care ◽  
Treatment Needs ◽  
Focus Group Interviews ◽  
Care Needs ◽  
Basic Care ◽  
Life Sustaining Treatment ◽  
Group Interviews

We qualitatively investigated end-of-life care needs. Data were collected via focus-group interviews with three groups: young adults, middle-aged adults, and older adults. The key question was, “What kind of care would you like to receive at the end of life?” Interview data were transcribed and analyzed using content analysis. End-of-life care needs were classified into six categories: life-sustaining treatment needs, physical care needs, emotional care needs, environmental needs, needs for respect, and needs for preparation for death. Because the Korean culture is family-oriented and talking about death is taboo, Korean patients at the end of their life do not make decisions about life-sustaining treatment or actively prepare for death. Therefore, to provide proper end-of-life care, conversations and shared decision-making among patients and their families are crucial. Further, we must respect patients’ dignity and help them achieve a good death by understanding patients’ basic care preferences. Future research should continue examining end-of-life care needs that reflect the social and cultural context of Korea to inform instrument development.

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