Electronic Research Collaboration via Access Grid

2016 ◽  
pp. 147-156
Author(s):  
Jingjing Zhang
Keyword(s):  
Professional Learning ◽  
Research Collaboration ◽  
Qualitative Case Study ◽  
Face To Face ◽  
Connected Network ◽  
Research Activities ◽  
Technological Advances ◽  
Time Distance ◽  
Access Grid

Recent technological advances are providing new and exciting opportunities for researchers to work together across the conventional boundaries of time, distance, and discipline. These advances have formed new networks of research, both in electronic mediums and in face-to-face environments, different from traditional networks in terms of their changing nature and scope. This paper reports some of the preliminary findings from a qualitative case study of the establishment of the ‘EMT project'. It attempts to illustrate how the EMT project as a connected network formulates positive academic interactions and consequently facilitates professional learning immersed in research activities. In parallel, the study examines the benefits and problems arising from the sense of being together across time and space supported by advanced networked technologies in collaborative research, and further identifies the gap between the academic and the technical perspective in research.

KURIKULUM DAN TANTANGANNYA Studi Kasus Jurusan Perbankan Syariah di SMK Ibnu Sina

2020 ◽  
Author(s):  
Eny Puspita Ningrum
Keyword(s):  
Curriculum Reform ◽  
Face To Face ◽  
Educational Curriculum ◽  
Study Approach ◽  
Technological Advances ◽  
Life Education ◽  
Real Picture ◽  
In The Beginning

Education is an important thing that has become a necessity for every human being in order to achieve a better quality of life. Education cannot be separated from the educational curriculum, which is where the curriculum continues to develop following every development of society and technological advances. The curriculum is the heart of education and is dynamic in nature where the curriculum must always be updated or changed. From this curriculum reform and change, it is a challenge for teachers to continue to innovate to improve the quality of education. By using a qualitative research method a case study approach, it is hoped that it can explain the real picture that is being experienced by the teacher at SMK Ibnu Sina. which focuses on the Sharia Banking major due to changes in the adjusted curriculum because the world is being faced by COVID-19. In the era of COVID-19, the educational curriculum must be adjusted, which in the beginning learning can be face-to-face now has turned into a distance learning online learning model.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

The Promise of Protocols in the Virtual Classroom

2021 ◽  
pp. 812-836
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

scholarly journals Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

2016 ◽  
Vol 6 (1) ◽  
pp. 63 ◽  
Author(s):  
Fatih Saltan
Keyword(s):  
Online Education ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Teaching Profession ◽  
Face To Face ◽  
Arts And Sciences ◽  
Study Approach ◽  
Self Confidence ◽  
Group Interviews

The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n=154) and focus group interviews (n=8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly.  It was mainly because of availability concerns, travelling, and comfort of their home.

Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guoyuan Sang ◽  
Jun Zhou ◽  
Abdulghani Muthanna
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Qualitative Case Study ◽  
Process Analysis ◽  
Learning Experiences ◽  
School Teachers ◽  
Case Study Methodology ◽  
Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

‘Brand-Centred Control’: A Study of Internal Branding and Normative Control

2016 ◽  
Vol 38 (7) ◽  
pp. 895-915 ◽  
Author(s):  
Monika Müller
Keyword(s):  
Corporate Culture ◽  
Qualitative Case Study ◽  
Consumer Products ◽  
Additional Source ◽  
Internal Branding ◽  
Face To Face ◽  
Private Lives ◽  
New Form ◽  
Do So

In this article I present brand-centred control as a new form of normative control and examine the ways in which it affects employees. To do so, I draw on the results of a qualitative case study of a consumer products company with a strong corporate culture and brand, and examine internal branding as an extension of culture management. The key insights of the case study show that brand-centred control – unlike traditional normative control that typically works inside the company – also engages an external audience (customers, fans, and the wider public) as an additional source of normative control. As employees internalise the brand image of this external audience, they turn into brand representatives even in absence of face-to-face interactions with others and in their private lives. Brand-centred control thus blurs the boundaries between work and employees’ private lives in unprecedented ways. I discuss the ways in which employees respond to and resist brand-centred control and point to further research on brand-centred control as a significant new form of normative control.

scholarly journals What Demotivates Foreign EFL Teachers? A Case Study in Turkish Context

2017 ◽  
Author(s):  
Turgay Han ◽  
Zinat Mahzoun
Keyword(s):  
Secondary School ◽  
English Language ◽  
School Administration ◽  
Qualitative Case Study ◽  
Effective Communication ◽  
Foreign Teachers ◽  
Face To Face ◽  
Efl Teachers ◽  
Field Notes

This article is the report of a qualitative case study proposed to investigate the demotivation factors of foreign EFL teachers in Turkish context. To that end, two foreign teachers of English language were chosen as the subjects at a primary/ secondary school in east of Turkey. Face-to-face interviews, profile forms, field notes and diaries were used to obtain the necessary data for the research. The findings indicated that lack of effective communication with school administration and colleagues and lack of interest, attention and respect from behalf of students were the main causes of demotivation at work for both teachers.

The Promise of Protocols in the Virtual Classroom

2018 ◽  
pp. 241-263
Author(s):  
Harriette Thurber Rasmussen ◽  
Amy Baeder ◽  
Margaret A. Hunter ◽  
Jane Chadsey
Keyword(s):  
Learning Environments ◽  
Professional Learning ◽  
Virtual Classroom ◽  
Learner Engagement ◽  
Face To Face ◽  
Engagement Strategies ◽  
Learner Centered ◽  
And Performance ◽  
Professional Learning Network

Learner engagement in online learning environments tends to be erratic and dependent upon the learners themselves, not necessarily fostered by the macrostructures that house the virtual classroom. Protocols—which the authors term microstructures—can bring engagement strategies traditionally seen in face-to-face classrooms to the virtual world of online adult learning. This chapter explores how the use of microstructures supports learner-centered engagement, illustrated through a case study of a successful virtual professional learning network. This chapter also introduces the concept of accountability for participation, its role in creating engaged learners, and how microstructures can foster the psychological safety required for high levels of engagement and performance in the virtual classroom.

A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners

2010 ◽  
pp. 286-300
Author(s):  
Karen Ousey ◽  
Stephen White
Keyword(s):  
Professional Learning ◽  
Social Care ◽  
Learning Needs ◽  
Interprofessional Learning ◽  
Face To Face ◽  
Development Stages ◽  
Health And Social Care ◽  
E Learning ◽  
Collaborative Initiative

This chapter explores the early development stages of an interactive interprofessional online learning package that updates and supports health and social care professionals who mentor students in practice settings. The package aims to present content that is relevant and useful to fourteen different disciplines accessing it. A benefit of online content is that learning can be undertaken when convenient for the mentor, 24 hours a day-7 days a week, with the facility to stop and restart as needed. Additionally the package is constructed so both individuals and groups can use it; this both meets a regulatory body’s requirement for having a face-to-face update every year, and provides support for interprofessional learning between mentors from different disciplines.

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