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1 – 10 of 329Rajasshrie Pillai and Brijesh Sivathanu
The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of community of…
Abstract
Purpose
The purpose of this paper is to investigate the online learning experience (LE) of massive open online courses (MOOCs) among the students in India using the lens of community of inquiry (CoI) model and two additional contextual factors.
Design/methodology/approach
The study conducted a survey using a structured questionnaire among the undergraduate and postgraduate students to examine the LE of MOOCs using the CoI framework and contextual variables – technical barrier (TB) and hedonic motivation (HD). The primary data were analyzed with the partial least squares structural equation modeling technique.
Findings
The results show that teaching presence (TP) influences cognitive presence (CP) and social presence (SP). SP influences CP. It is also found that TP, SP and CP influence the LE of MOOCs. It is found that TB negatively influences LE but is not significant and HD significantly influences LE positively for MOOCs.
Research limitations/implications
This study has a few limitations as it is a cross-sectional study in India, which surveyed undergraduate and postgraduate MOOCs learners, and caution needs to be taken while generalizing the outcomes. Further studies can be conducted across other countries considering demographic factors like age, gender, income groups, education and profession.
Practical implications
This research highlights the antecedents influencing the LE of MOOC learners using the CoI framework which will help the MOOC designers and marketers to apprehend the factors influencing LE. The results of this research will help them formulate suitable strategies in the design and delivery of MOOCs to improve the LE of learners.
Originality/value
This unique research investigates and empirically validates the CoI framework to understand LE of MOOC learners in India. This research extends the CoI framework by adding contextual factors – TB and HD in the context of a developing country.
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Qingqing Huang and Vivian W.Y. Lee
While blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence…
Abstract
Purpose
While blended learning has been proved to be successful in learning outcomes, the landscape of blended learning has changed under coronavirus disease (COVID-19) pandemic. Hence, the present study aims to explore first-year university students' perceptions of wholly blended learning during the pandemic, through the three constructs in the community of inquiry (CoI) instrument, namely teaching, social and cognitive presences (CPs).
Design/methodology/approach
Survey data (N = 449) were collected from the 2020 Fall Cohort in Hong Kong for quantitative analysis. Reliability and validity of the CoI model is examined, followed by correlation and independent-samples t-tests.
Findings
First-year students perceived overall low teaching, social and CPs with social presence (SP) scoring the highest. Findings also indicated that teaching presence (TP) significantly determined CP and SP; SP was a mediating variable in CoI. Students' gender and prior learning experience (online/blended) were not associated with perceptions of presences.
Practical implications
Students today are more familiar with technology-based communication, and staying up to date in educational technology is crucial for teachers. Trainings in online teaching should be provided to teachers. Also, interactive technology should focus on improving peer interaction.
Originality/value
The proposed study is novel in that it used the CoI model among first-year students in Hong Kong during the pandemic. Findings are valuable to higher education in understanding students' perception of bended learning and in addressing issues.
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Zayd Waghid, Lawrence Meda and Jane Adhiambo Chiroma
This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The…
Abstract
Purpose
This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.
Design/methodology/approach
A mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.
Findings
The findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.
Research limitations/implications
Only a single faculty at one university was selected in this single case.
Practical implications
The results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.
Originality/value
This is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.
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The purpose of this paper is to explore how a positive country-of-origin image will impact consumer perceptions for a high-risk product when the price is unexpectedly low.
Abstract
Purpose
The purpose of this paper is to explore how a positive country-of-origin image will impact consumer perceptions for a high-risk product when the price is unexpectedly low.
Design/methodology/approach
An experimental approach was used with consumers from the USA and India. Consumers were divided into groups and given two scenarios that involved purchasing medicine that may have been counterfeit. In one scenario manufacturing took place in India, the other in Switzerland. They were asked to state the probability that certain goods could be counterfeit if they originated from the stated country and then make choices based on those perceived probabilities. An analysis of variance was conducted to test for differences between groups.
Findings
The authors found that in both samples consumers attached greater probabilities toward low-priced medicines if they originated from Switzerland vs India. Conversely, the higher priced medicines were more likely to be counterfeit if they originated from India vs Switzerland. When given a choice scenario consumers chose more versions of the cheaper products from India than from Switzerland.
Originality/value
When country-of-origin is salient then it is believed that a positive country-of-origin image will benefit products that are produced from that country. Consumers expect that more expensive products come from a country with a positive country-of-origin image. The results demonstrate that when there is a conflict between expectations of the country and the price of the product the outcome is lowered perceptions and consumption of the product. This holds true for consumers from a high-cost economy (USA) and consumers from a low-cost economy (India). The authors add to the literature on country-of-origin by demonstrating that a positive image can be a liability when consumers are wary of purchasing a high-risk product.
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Abstract
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Margaret Lindorff and Tui McKeown
This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to…
Abstract
Purpose
This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on‐campus undergraduate first year management subject.
Design/methodology/approach
The authors conducted a survey of 362 first year students undertaking a blended learning course in management.
Findings
Students prefer interactive tutorials over lectures or online material they can access themselves as needed. They also mainly access the online material they believe will be most useful in achieving higher grades, and prefer online material that is related to assessment outcomes, rather than that designed for greater understanding.
Research limitations/implications
The findings suggest that the community of inquiry framework, although designed to evaluate online learning, can also be used to frame the comparative utility of online and other teaching strategies. The paper also explores issues related to the Technology Acceptance Model's prediction that ease of use of online learning resources is important, and finds that many students are restricted by the cost of downloading and printing online learning material in university libraries and laboratories.
Originality/value
The research focuses upon first year management students, and transition implications of the findings are discussed.
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Felix Westermann, Linda Doll, Maren Duprés, Sofia Späth and Petra Monika Schweizer-Ries
How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under…
Abstract
Purpose
How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.
Design/methodology/approach
Methods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.
Findings
Results indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.
Originality/value
In line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.
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Sharon Mallon, Chris Richards and Andy Rixon
The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering…
Abstract
Purpose
The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.
Design/methodology/approach
The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.
Findings
This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.
Research limitations/implications
Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.
Originality/value
This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.
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Suné Maré and Ashley Teedzwi Mutezo
This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.
Abstract
Purpose
This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.
Design/methodology/approach
A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.
Findings
The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.
Research limitations/implications
The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.
Practical implications
Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.
Originality/value
This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.
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Bruno Anicet Bittencourt, Aurora Carneiro Zen, Vitor Schmidt and Douglas Wegner
Requalification of neglected areas in urban contexts is considered as one of the main challenges for smart cities. Business clusters stand out as mechanisms of innovation for not…
Abstract
Purpose
Requalification of neglected areas in urban contexts is considered as one of the main challenges for smart cities. Business clusters stand out as mechanisms of innovation for not only the clustered firms but also the territory in which they are located. However, the cluster emergence process is complex and still unknown. The purpose of this paper is to analyze the orchestration process in the emergence of a cluster of innovation (CoI).
Design/methodology/approach
This study is a qualitative exploratory research in Porto Alegre, a State capital in Southern Brazil, in the region known as 4th District. Data were collected through documentary research, non-participant observation and face-to-face in-depth interviews.
Findings
Results indicate the importance of alignment among network members, possible difficulties caused by members’ heterogeneity and the need to disseminate information and interaction for the appropriability of knowledge and innovation in the emergence process of CoI. Coordination of actions and joint agenda as facilitators for the construction of a cluster identity emerge as crucial important. Besides, results also highlight that the entrepreneurial process and the perspective of global strategy are essential to build competitive advantage to the region.
Research limitations/implications
This paper brings a theoretical and managerial contribution to the application of the concept of orchestration to emergence of a CoI. The framework presents network components, orchestration components and the drivers to emergence of a CoI.
Originality/value
This study proposes a framework to link the orchestration process to the emergence of a CoI. The proposed framework could help policymakers and other actors to enhance the impact of a cluster on the development of the region.
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