scholarly journals Perspectives of engagement in distance debriefings

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Cynthia J. Mosher ◽  
Alex Morton ◽  
Janice C. Palaganas
Keyword(s):  
Community Of Inquiry ◽  
Reflective Learning ◽  
Online Environment ◽  
Structured Interviews ◽  
Learner Engagement ◽  
Innovative Solutions ◽  
Online Setting ◽  
Online Distance ◽  
Learning Conversations ◽  
Internal And External Factors

Abstract Background The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from in-person debriefing. Methods We performed a thematic analysis of fourteen semi-structured interviews conducted with fourteen participants who had experience with virtual debriefing as an educator or as a learner. We explored the experiences and perceptions of both educators and learners to provide a more in-depth understanding of the factors that influence engagement in online distance debriefing. Results Our study identified the challenges online distance debriefing poses for educators and learners. We found ten themes that support the Community of Inquiry (CoI) theoretical framework and provided additional considerations related to internal and external factors of engagement, including the influence of the simulation, false engagement, and self-presence. Conclusions We believe these findings can inform the design and facilitation of online debriefings to help provide educators with guidance and innovative solutions to best engage their learners in the challenging online environment.

An investigation into the Community of Inquiry model in the Malaysian ESL learners’ context

2017 ◽  
Vol 14 (3) ◽  
pp. 246-263
Author(s):  
Nagaletchimee Annamalai
Keyword(s):  
Creative Thinking ◽  
Design Methodology ◽  
Community Of Inquiry ◽  
Cognitive Presence ◽  
Online Environment ◽  
Content Type ◽  
Different Types ◽  
Emerging Themes ◽  
Esl Learners ◽  
Writing Task

Purpose This study aims to explore how the Community of Inquiry (CoI) model (2000) is used to categorize students’ and teachers’ interactions in an asynchronous discussion and how these interactions are able to help students add quality to their narrative writing. Design/methodology/approach The interactions were categorized based on teaching, social and cognitive presences suggested by the CoI model. Data collection included online archives and students’ narrative essays. Content analysis was performed based on the presences suggested by the CoI model. Scores for the narrative essays were based on Tribble’s (1996) assessment scale. Findings The findings indicated that the interactions were significantly related to the cognitive, teaching and social presences. However, the cognitive presence indicated a distinctive pattern. As this was a qualitative study, there were emerging themes. The study found that critical thinking was minimal, as the writing task was related to creative thinking. Research limitations/implications It is suggested that writing in the online environment should also consider different types of writing. Originality/value The emerging themes can be used to enhance and complement the CoI model when used in the Malaysian setting.

Synchronous online flip learning with formative gamification quiz: instruction during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zamzami Zainuddin ◽  
Ratna Farida ◽  
Cut Muftia Keumala ◽  
Rudi Kurniawan ◽  
Hadi Iskandar
Keyword(s):  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Prima Facie ◽  
Formative Assessments ◽  
Structured Interviews ◽  
Learner Engagement ◽  
Content Type ◽  
Online Class ◽  
Gamified Learning ◽  
Synchronous Online

Purpose This study aims to present research evidence on the relevance of online gamification flip learning as a pedagogical instruction in promoting learning engagement when college students are impacted by the coronavirus pandemic. In this study, a gamified formative assessment was used to examine learner engagement and to evaluate the effectiveness of gamification within a synchronous online flipped instruction. Design/methodology/approach A multiphase mixed methods research design was used for this study. The evaluation relied on triangulated evidence gathered through questionnaire surveys and semi-structured interviews administered at an Indonesian college setting. Findings Based on the findings, gamified learning and formative assessments that adopt online flipped approaches have shown a positive bearing on learner engagement, despite the challenges learners face while harrowing through times of calamity. The results of this study provide prima facie support for the claim that the use of interactive gamified e-quizzes proves to be an innovative means of stimulating student engagement during the online class. Originality/value The results further suggest that a learning framework that incorporates both online flipped and gamification techniques provide the stimulus that is likely to forge an emotional connection that can inspire learner engagement, much needed when learners rally through calamitous events. This study has established evidential links between gamification and flipped classroom instructional delivery, particularly for online class settings. It is well-anticipated that gamification flip learning can continue to be implemented either in online, blended or face-to-face class instruction and particularly after the time of the pandemic.

scholarly journals Conditions for Co-Creation in Infrastructure Projects: Experiences from the Overdiepse Polder Project (The Netherlands)

2020 ◽  
Vol 12 (18) ◽  
pp. 7736
Author(s):  
Maria Alina Rădulescu ◽  
Wim Leendertse ◽  
Jos Arts
Keyword(s):  
Stakeholder Engagement ◽  
Iterative Process ◽  
Management Programme ◽  
Positive Outcomes ◽  
Review Of Literature ◽  
Infrastructure Projects ◽  
Multiple Forms ◽  
Structured Interviews ◽  
Creation Process ◽  
Innovative Solutions

In recent decades, stakeholder engagement had been gaining momentum in planning practice. More recently, at the heart of the discussions about collaborative endeavours stands the concept of co-creation, an umbrella term for multiple forms of collaboration between stakeholders, which is seen as an approach for fostering new and innovative solutions for highly complex challenges. Despite this idyllic representation, co-creation does not always lead to positive outcomes. One reason is that co-creation poses major operationalization challenges, which make it a significant subject for research. In this article, we explore the conditions that allow co-creation practices aimed at fostering innovation and creativity in infrastructure projects to take place and flourish. Based on the review of literature on co-creation, on the analysis of project-related documents, and on in-depth, semi-structured interviews with the stakeholders, this article follows the co-creation process of the Overdiepse polder project, part of the innovative Dutch water management programme ‘Room for the River’. The results show that co-creation is an iterative process that depends on conditions related to the context, the characteristics of the stakeholders and their relationships, but also on the design and dynamics of the process. The results of this study can be of help to researchers, academics, and professionals interested in studying or applying co-creative approaches.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Using learning analytics to engage students: Improving teaching practices through informed interactions

2020 ◽  
Vol 9 (2) ◽  
pp. 231
Author(s):  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Airina Volungevičienė ◽  
Josep M. Duart
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Research Problem ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Learner Engagement

Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.

scholarly journals Leading by the hand: Exploring the factors affecting individual student engagement with self-directed mobile assessment

2011 ◽  
Vol 19 (Mobile Learning) ◽  
pp. 1-16
Author(s):  
Ceridwen Coulby ◽  
Nancy Davies
Keyword(s):  
Teaching And Learning ◽  
Social Care ◽  
Individual Student ◽  
Learner Engagement ◽  
Factors Affecting ◽  
Multiple Focus ◽  
Health And Social Care ◽  
The Individual ◽  
Internal And External Factors ◽  
Mobile Assessment

This paper examines the role of the individual student and his/her engagement with self-directed mobile assessment. The findings presented in this paper are based on the results of the ALPS (Assessment and Learning in Practice Settings) CETL (Centre for Excellence in Teaching and Learning) programme, a 5 year examination of the use of mobile technology for interprofessional, formative, work-based assessment among health and social care students. Analysing the results of multiple focus groups across a number of health and social care professions we found that learner engagement with self-directed mobile assessment is dependent on internal and external factors. In this paper we explore the internal factors, namely that of learner goal, confidence and stage of self-direction (Grow, 1991).

scholarly journals BONDING AND ATTACHMENT EXPERIENCE AMONG POSTNATAL MOTHERS WITH SPONTANEOUS CHILDBIRTH

2020 ◽  
Vol 6 (1) ◽  
pp. 14-20
Author(s):  
Fauziah H Wada ◽  
Yayi Suryo Prabandari ◽  
Elsi Dwi Hapsari
Keyword(s):  
Health Workers ◽  
Social Supports ◽  
Phenomenological Approach ◽  
External Factors ◽  
Structured Interviews ◽  
Postnatal Mothers ◽  
Attachment Experience ◽  
Internal And External Factors ◽  
Postpartum Mothers ◽  
Attachment Bonding

Background: Bonding is an emotional bond between a mother and a baby that develops gradually and immediately after birth until it is formed into an attachment. Bonding is considered important to ensure the baby’s protection. However, bonding remains challenging for mothers with spontaneous childbirth because they are most likely to focus on themselves.Objective: To explore the bonding and attachment experience among postpartum mothers with spontaneous childbirth.Methods: This was a qualitative study with a phenomenological approach. Data were collected from nine participants using semi-structured interviews and observations. Data were analyzed using Colaizzi’s analysis method.Results: Five themes emerged, namely 1) feeling relieved and happy with the birth of the baby, 2) bonding and attachments are important, 3) stimulating the baby’s sense, 4) the need of social supports in bonding and attachment, and 5) internal and external factors of bonding and attachment.Conclusion: Bonding and attachment are very important that should be done by the mothers to the baby. However, it takes time and needs the supports from the husbands, parents, relatives, and health workers. Therefore, nurses or midwives should pay attention to this process to create the better bonding and attachment between the mothers and the babies.

scholarly journals Reflective learning conversations as an approach for clinical learning and teaching in critical care

2020 ◽  
Vol 2019 (2) ◽  
Author(s):  
Emad Almomani ◽  
Tawfiq Alraoush ◽  
Omar Saadah ◽  
Ahmed Al Nsour ◽  
Megha Kamble ◽  
...  
Keyword(s):  
Critical Care ◽  
Reflective Learning ◽  
Clinical Learning ◽  
Learning And Teaching ◽  
Learning Conversations

scholarly journals WHAT CONTRIBUTES TO STUDENTS’ SUCCESS IN LEARNING TO SPEAK ENGLISH

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Sartika Sartika ◽  
Amin Muhammad
Keyword(s):  
External Factors ◽  
English Department ◽  
Research Subjects ◽  
Structured Interviews ◽  
Internal Factors ◽  
School Condition ◽  
Internal And External Factors ◽  
Students Success ◽  
Academic Year

This study deals with speaking achievement of eighth semester students in English Department of one university in Nusa Tenggara Barat - Indonesia in academic year 2013/2014. The purpose of this study was to find out factors that help students succeed in learning speaking. The method of this research is qualitative research that focuses on case study. The subjects of this study were the eighth semester students who got an A in Speaking I, II and III subjects. Four students were recruited as the research subjects consisting of one female and three males. The data about the students were obtained from the academic databases in the English Department. In collecting the data, semi-structured interviews were conducted. The data, then, were analyzed through some stages namely transcribing data, reducing data, displaying data and drawing conclusion. The result of this study showed that factors contributing to students speaking achievement consist of internal and external factors. The internal factors include motivation and interests, while the external factors involve family, school condition and society.Keywords: success in learning, speaking, case study

scholarly journals Evaluating reflection in postgraduate GP training post Bawa-Garba: a qualitative approach

2019 ◽  
Vol 69 (suppl 1) ◽  
pp. bjgp19X703481
Author(s):  
Laura Emery
Keyword(s):  
Reflective Practice ◽  
Phenomenological Approach ◽  
Reflective Learning ◽  
Cultural Barriers ◽  
Structured Interviews ◽  
Medical Graduates ◽  
Training Scheme ◽  
Theoretical Approaches ◽  
Training Post ◽  
Gp Training

BackgroundIt has been suggested that reflection within healthcare training bears little resemblance to theoretical approaches to reflective practice described in academia. Concerns have been raised about students producing artificial entries rather than an honest review of incidents encountered. The Bawa-Garba case is anticipated to have had a significant impact on the reflective practice of postgraduate medical trainees.AimTo evaluate the use of reflective learning logs in postgraduate general practice training in the context of the recent Bawa-Garba case.MethodUsing constructivist theory, a phenomenological approach to qualitative research was applied. During February to June 2018, 11 participants were recruited — seven trainees and four trainers — from the Doncaster GP Training scheme. Semi-structured interviews were performed and the data collected was transcribed for thematic analysis as described by Attride Sterling.ResultsDifficulty and challenge were identified as common themes for reflective log entries. There is support for previous findings regarding artifice, which commonly occurred in the context of evidencing curriculum coverage. All trainees expressed anxiety about the confidentiality of their reflective entries, with many describing a defensive approach to reflection following the Bawa-Garba case. International medical graduates (IMGs) were identified as being at a significant disadvantage in the current training scheme due to difficulties with language, cultural barriers, and previous experience of reflection.ConclusionA global theme identified from the data was that reflection within GP training needs to change in order to remove bias and prevent further devaluation of reflective learning.

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