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Open Access
Article
Publication date: 2 July 2021

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…

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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.

Open Access
Article
Publication date: 12 March 2024

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.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 1 December 2015

Jeanne Yuet Ching Lam*

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from…

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Abstract

Blended learning evolved from educational technology and it connects learning in and beyond the classroom. The Community of Inquiry (CoI) is a framework for blended learning from a socio-constructivist perspective in which learning is based on educational experiences in the environment with collaboration and interaction. The purpose of this paper is to explore student experience in a blended learning course from the viewpoint of the CoI. A case study approach using qualitative methods is used in the research. By examining the experiences of the students, social presence, cognitive presence and teaching presence were found. Although these three elements are required for educational experiences in blended learning, an unexpected issue about students' learning in the community without teaching presence was identified. This paper suggests that the role of learning autonomy and its relation to the community should be considered in the CoI framework. The value of this paper is that it confirms the elements in the CoI and proposes the addition of a new element in the framework.

Details

Asian Association of Open Universities Journal, vol. 10 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 1 August 2016

S.P. Karunanayaka, J.C.N. Rajendra, H.U.W. Ratnayake and Som Naidu

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based…

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Abstract

Purpose

The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process.

Design/methodology/approach

The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions.

Findings

The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership.

Practical implications

Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging.

Originality/value

Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.

Details

Asian Association of Open Universities Journal, vol. 11 no. 1
Type: Research Article
ISSN: 1858-3431

Keywords

Open Access
Article
Publication date: 15 December 2021

Nur Syasya Karim and Meredian Alam

With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state…

Abstract

With the ongoing catastrophe of the COVID-19 pandemic, the world seems to have come to a standstill. Daily living routines, work, and schools predominantly launched into a state of confusion, and people across the globe excessively find ways to cope with their experiences of this traumatic disaster. Concerning schools, the pandemic has dramatically challenged the education system with teaching and learning processes managed remotely, utilising online platforms. This paper explores university students’ perception of online learning, specifically during the outbreak of the COVID-19 pandemic, to uncover how they respond to this ‘new normal’ digital mode of teaching and learning and how they seek to regain control over the sudden shift in their lives. Through interviews with students from Universiti Darussalam (UBD) and Universiti Islam Sultan Sharif Ali UNISSA, this original article reveals students’ transformative behaviours during online learning, and institutional supports that contribute to the shaping of students' online learning experiences in Brunei.

Details

Southeast Asia: A Multidisciplinary Journal, vol. 21 no. 2
Type: Research Article
ISSN: 1819-5091

Keywords

Open Access
Article
Publication date: 23 May 2018

Qian Liu, Xin Zhao and Baowen Sun

The purpose of this paper is to systematically review the existing research and summarize the value co-creation mechanism between enterprises and users in crowdsource-based open…

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Abstract

Purpose

The purpose of this paper is to systematically review the existing research and summarize the value co-creation mechanism between enterprises and users in crowdsource-based open innovation (COI).

Design/methodology/approach

Crowdsourcing is an effective means for enterprises to launch open innovation. This paper will first introduce the concepts and forms of open innovation and crowdsourcing, and then define COI.

Findings

This paper will analyze the key parties in innovative tasks, value co-creation mechanism that creates ideas, the interaction of key participants and the process of integrating internal and external resources to realize open innovation.

Research limitations/implications

In the end, this paper will put forward the theoretical framework for future studies on the development of COI from the perspective of value co-creation.

Originality/value

This thesis will first introduce the concepts and forms of open innovation and outsourcing and then define COI. Then it will systematically review the existing research studies and summarize the value co-creation mechanism between enterprises and users under COI model by analyzing the key parties in innovative tasks, value co-creation mechanism that creates ideas, the interaction mode of key participants and the process of enterprises integrating internal and external resources to realize open innovation.

Details

International Journal of Crowd Science, vol. 2 no. 1
Type: Research Article
ISSN: 2398-7294

Keywords

Open Access
Article
Publication date: 4 June 2019

Heather J. Leslie

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student…

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Abstract

Purpose

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

Design/methodology/approach

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

Findings

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

Research limitations/implications

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Practical implications

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Social implications

Faculty can be more intentional in how they engage students in their online course experience.

Originality/value

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 4 August 2022

Julia Kasch, Margien Bootsma, Veronique Schutjens, Frans van Dam, Arjan Kirkels, Frans Prins and Karin Rebel

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an…

Abstract

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

Open Access
Article
Publication date: 23 November 2020

Tomonori Hasegawa, Kunichika Matsumoto, Ryo Onishi and Koki Hirata

The purpose of this paper is to examine the health sector reform toward 2040 of Japan as a super-aged society.

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Abstract

Purpose

The purpose of this paper is to examine the health sector reform toward 2040 of Japan as a super-aged society.

Design/methodology/approach

This paper discusses the current healthcare policies adopted in Japan and projects the challenges in future as a super-aged society.

Findings

Through Japanese experiences, it is considered that Community-based Integrated Care System is useful, which takes into account the perspective of health care users. Being a super-aged society, it is essential for Japan to have more consensus by further removing obstacles, and paying attention to the change of paradigm and the purpose of care.

Originality/value

Based on the case of Japan, this paper serves as a reference for other East Asian countries, which would sooner or later encounter the similar situation of becoming super-aged societies in the 21st century.

Details

Public Administration and Policy, vol. 23 no. 3
Type: Research Article
ISSN: 1727-2645

Keywords

Open Access
Article
Publication date: 10 May 2021

Kathrin Kirchner, Rasmus Jørgensen, Ettore Bolisani and Enrico Scarso

Enterprise social media (ESM) platforms are rapidly diffusing in the business context because they can bring substantial benefits to companies by enhancing their knowledge…

Abstract

Purpose

Enterprise social media (ESM) platforms are rapidly diffusing in the business context because they can bring substantial benefits to companies by enhancing their knowledge management (KM) processes. However, such benefits materialize only if active employee participation is ensured. Therefore, it is crucial to understand how individual employees use an ESM platform to assist their knowledge-related activities. This paper contributes to this topic by proposing a classification of ESM users based on two dimensions: frequency and type (active or passive) of use.

Design/methodology/approach

The paper presents the results of a survey of 262 employees of an international engineering service company that has adopted an ESM platform to support its KM processes. Statistical methods (e.g. ANOVA, Tukey’s b) were applied to verify the usefulness of the proposed typology and identify the main aspects that characterize the different user groups.

Findings

The survey results confirm the existence of different types of ESM users and provide the empirical basis for developing a bi-dimensional classification from which four user groups were derived and characterized: frequent contributors, sporadic contributors, frequent lurkers and sporadic lurkers.

Research limitations/implications

The main limitation is that only one company in one sector with specific knowledge needs and capabilities was investigated.

Practical implications

The study provides useful suggestions for how to promote the use of an ESM and particularly for how to encourage less frequent and less active users to increase their participation in a platform.

Originality/value

The paper contributes to a better understanding of how employees approach ESM by identifying factors that characterize different user groups.

Details

Measuring Business Excellence, vol. 26 no. 1
Type: Research Article
ISSN: 1368-3047

Keywords

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