Strengthening Communities of Inquiry Online and Offline: Exploring the Benefits and Challenges of Including Service-Learning in a Fully Online Women’s Global Health Course

2017 ◽  
Vol 4 (3) ◽  
pp. 218-226 ◽  
Author(s):  
Jody Early ◽  
Grace A. Lasker
Keyword(s):  
Higher Education ◽  
Health Promotion ◽  
Online Learning ◽  
Service Learning ◽  
Social Presence ◽  
Empirical Studies ◽  
Pilot Project ◽  
Positive Influence ◽  
Lessons Learned ◽  
The Impact

Online learning is no longer novel in higher education. Decades of research have proven it to be an effective modality for learning when designed and facilitated well to students who are ready and supported to participate in this type of instruction. With demand increasing for online and blended course and program offerings, faculty and practitioners who work in health education and promotion are pressed to adopt new paradigms of teaching and course development that engage the learner and cover professional competencies (many skills-based). While service-learning has become an integral facet of higher education, embraced by many disciplines for its positive influence on student learning and community, service-learning and community-based projects are not commonly part of online learning. Working in and with communities provides students opportunities to experience transformative moments that help them not only develop academically and professionally but also lead to increased social consciousness about the world around them. There is a need for empirical studies that explore the integration of service-learning in fully online health promotion courses. This article presents findings and lessons learned from a pilot project that explored the impact of service-learning on community of inquiry measures (e.g., cognitive presence, teacher presence, and social presence). The authors introduce a new online course model in health promotion that includes service-learning or other forms of community engagement.

The impact of COVID-19 pandemic on student learning performance from the perspectives of community of inquiry

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Consilz Tan
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Social Presence ◽  
Learning Process ◽  
Community Of Inquiry ◽  
Movement Control ◽  
Learning Performance ◽  
Content Type ◽  
Higher Education System ◽  
The Impact

Purpose This paper aims to investigate the impact of the coronavirus disease (COVID-19) pandemic on university students during the Movement Control Order (MCO) and Recovery Movement Control Order (RMCO). MCO was introduced in March 2020, and the learning process switched from face-to-face to online learning in schools and universities. Subsequently, with the reduced number of daily cases and active cases of COVID-19, the Malaysian Government implemented RMCO from 10th June to 31st December 2020, which had more relaxation of restrictions. This study particularly focuses on students studying in higher education institutions by analysing the impacts of the community of inquiry on students learning performance. The construct of the community of inquiry includes social presence, cognitive presence and teaching presence. Design/methodology/approach This paper provides quantitative analysis, independent sample t-tests and multiple linear regression on the students’ learning performance using the framework of community of inquiry. This paper presents the analysis of the online learning preference of 282 university students during MCO and 456 students during RMCO. Findings The results showed that there is a significant difference in students learning process during MCO and RMCO. The findings also indicated that the social presence is the most important factor in affecting learning performance during the MCO period and it changed to teaching presence during RMCO. Students lost motivation and could not perform well using online learning methods during the MCO period but the situation improved during RMCO. Research limitations/implications This research helps to identify the impact of the pandemic on higher education and provides insights into reshaping the future of higher education system. Practical implications Students are isolated from their peers in the learning process and struggle to adapt to the new normal in online learning. The teaching faculties are picking up new skills to deliver online courses and manage the risk as best as they can. This study presented the impact of the pandemic on students learning performance and explored the space for universities as business organizations to provide better infrastructures and platforms for online learning while battling with cash flow and debt level during this challenging time. Social implications Students need peer support and guidance from the faculty team in their learning journey. The study provides a better understanding of how we shall promote a better higher education environment, either blended or online learning. Originality/value To the best of the author’s knowledge, this is the first study to examine the impact of the community of inquiry on students learning performance during the COVID-19 pandemic. Students suffered during the MCO period and the learning experience got better when they were able to adapt to the changes. The higher education system needs a reform and the agency theory in corporate governance plays an important role in the transformation.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

“Play with me”: Student perspectives on collaborative chamber music instruction

2021 ◽  
pp. 1321103X2097480
Author(s):  
Katie Zhukov ◽  
Jon Helge Sætre
Keyword(s):  
Higher Education ◽  
Chamber Music ◽  
Positive Impact ◽  
Pilot Project ◽  
Music Instruction ◽  
Student Focus ◽  
Music Community ◽  
Viable Approach ◽  
Education Performance ◽  
The Impact

This article reports on a pilot project conducted in Australia and Norway evaluating new approaches to collaborative chamber music instruction in higher education settings. Following suggestions from the literature on collaborative and group learning in music, chamber music tuition was chosen as a suitable context to examine the possibility of teaching-through-playing and the impact of such an approach on students’ collaborative learning and their induction into the professional music community. Two groups of staff and students in each institution volunteered to participate in the project and implemented their own rehearsal schedule. Student focus group interviews were conducted after the final performance of rehearsed repertoire, and transcripts were analyzed by two researchers independently for the emerging themes and refined through iterative discussions. Key findings include students being inspired by working with experienced staff in a professional setting, learning the skills of ensemble playing such as effective rehearsal techniques, understanding of stylistic conventions, specific technical, musical and co-ordination skills, greater experimentation, positive impact of group discussions, and a more collaborative atmosphere. Students found it challenging to alter power roles, as the ingrained attitudes of teacher-led approaches prevailed. This project has shown that teaching-through-playing chamber music is a viable approach for developing students’ musical and social skills by providing them with authentic professional experiences. We propose an alternative model of higher education performance teaching that is more collaborative and participatory.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals The impact of social media on business growth and performance in India

2019 ◽  
Vol 9 (4) ◽  
pp. 190-194
Author(s):  
BALUSAMY S ◽  
VENKATASUBRAMANIAM A ◽  
GIRI N
Keyword(s):  
Social Media ◽  
Social Presence ◽  
Business Performance ◽  
Positive Impact ◽  
Positive Influence ◽  
Communication Techniques ◽  
Essential Tool ◽  
And Performance ◽  
Scalable Communication ◽  
The Impact

Until the late 1990’s the only form of media known to businesses were television, newspapers and radio, however in the early 2000s, a revolution in media was witnessed and the world was introduced to Social Media. Social Media is a just like any other Form of media is a tool used for communication but at the larger scale for social interaction using highly accessible and scalable Communication techniques. Social media has a positive impact and a positive influence on the company as well as the customers. Social media is becoming an essential tool for marketers, which is at a very minimum investment. In today’s’ scenario consumers judge a company based on their online presence, hence companies can innovate and simultaneously create a strong social presence by always catering to their customers’ needs and concerns.Internationally, companies have adopted Social Media as an essential tool for their marketing campaign; however the same is not adapted in India to a large extent. What are the benefits of Social media? What are the examples of Social media? This study understands the benefits,impact and importance of Social Media on business performance and growth.

The Emergence of Social Presence in Learning Communities

2010 ◽  
pp. 22-38
Author(s):  
Antônio Carlos Soares Martins ◽  
Junia de Carvalho Fidelis Braga
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Environments ◽  
Complexity Theory ◽  
Social Presence ◽  
Graduate Program ◽  
Empirical Studies ◽  
Human And Social Sciences ◽  
Community Of Inquiry Framework

The discussions presented herein emerged from two empirical studies in progress:“Online Learning Communities in the Realm of Complexity” and “The Complexity of Learning Environments” in the Graduate Program in Applied Linguistics at Universidade Federal de Minas Gerais, Brazil. One of the major pillars of both studies centers around Complexity Theory. Initially arising from the natural sciences, Complexity Theory has been gaining ground in the comprehension of human and social sciences. This chapter presents some ideas regarding the role of social presence in both blended and online learning environments, in line with the Community of Inquiry Framework (Garrison, Anderson, & Archer, 2000). Moreover, the authors hope to contribute to a better understanding of patterns that emerge from social interactions as well as of the ideas embedded in learning communities as complex systems.

Integrating Service Learning Into Higher Education Curriculum

2021 ◽  
pp. 106-126
Author(s):  
Vinitha Guptan ◽  
Ratneswary Rasiah ◽  
Jason James Turner
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Positive Impact ◽  
Tertiary Education ◽  
Learning Experience ◽  
Positive Influence ◽  
Reflective Learning ◽  
Business Curriculum ◽  
Higher Education Curriculum ◽  
Interesting Insight

This study aims to assess the effectiveness of integrating service learning into the business curriculum of a higher education provider to enhance learners' competencies and reflective learning. Founded on the educational theories of constructivism and social learning, this research consolidates and takes research forward in the understanding of how transforming the business curriculum by integrating service learning through teacher-learner partnerships enhances a students' ability for reflective learning. Using a self-administered questionnaire-based survey with 256 respondents, the data were analysed using variance based PLS-SEM to reveal that service learning had a significant positive influence on reflective learning and on student competency development. The results indicate the positive impact that team-based service learning through teacher-learner partnerships had on the learners' experience. These findings offer some interesting insight for educators, researchers, and policy makers as a means to enhance the learning experience of students in tertiary education in Malaysia.

Positive Psychology

2021 ◽  
pp. 191-221
Author(s):  
Christine A. DeLucia
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Emotional Experience ◽  
Well Being ◽  
Mindfulness Practice ◽  
Online Learners ◽  
Area Of Interest ◽  
Interest In Research ◽  
The Impact

The application of mindfulness practice in education has been a growing area of interest in research. Some of the benefits of mindfulness practice in education include increased focus and concentration, decreased stress and anxiety, and improved overall well-being. While mindfulness in education has been studied in preschool, elementary, secondary, and tertiary settings, little research has been done examining the benefits of mindfulness in an online learning environment. As online learning continues to be an emerging trend in higher education, it is important for educators to consider alternative ways to support the holistic needs of online learners. This chapter explores the impact of mindfulness resources on the academic and emotional experience of the online learner.

scholarly journals Knowledge-sharing and collaborative behaviour: An empirical study on a Portuguese higher education institution

2019 ◽  
Vol 46 (5) ◽  
pp. 630-647
Author(s):  
Marcello Chedid ◽  
Ana Caldeira ◽  
Helena Alvelos ◽  
Leonor Teixeira
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
Knowledge Sharing ◽  
Reasoned Action ◽  
Empirical Studies ◽  
Education Institution ◽  
Positive Influence ◽  
Portuguese Higher Education ◽  
The Relationship ◽  
Conceptual Research

Collaboration has been considered a way to address the challenges of the 21st century, fostering the necessary innovation, growth and productivity for all parties involved. Several studies reveal that collaboration can be strongly influenced by knowledge sharing. The literature suggests that this topic is quite relevant and that there is an evident lack of empirical studies that properly investigate the relationship between knowledge-sharing and collaborative behaviour in Higher Education Institutions (HEIs). In this context, the purpose of this work is to examine whether knowledge-sharing intention has a positive relationship with collaborative behaviour among professors and researchers in a public Portuguese HEI, taking into account other constructs that can have effect on the knowledge-sharing intention. In order to reach this objective, a conceptual research model was developed based on the theory of reasoned action. The empirical study was conducted based on a questionnaire, and the data analysis was performed using partial least squares. The results indicate that intrinsic motivation and networking are the factors that positively affect the attitude towards knowledge sharing. Nevertheless, it is concluded that trust is the variable that more strongly affects the knowledge-sharing intention. Finally, the study identified that knowledge-sharing intention has a positive influence in collaborative behaviour. It is considered that this study can contribute to support institutions’ management in defining strategies and developing actions in order to promote an organisational culture based on knowledge management that significantly leads to knowledge-sharing and collaboration relationships.

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