Search results

Here the authors thoroughly explore a field-tested exchange of ideas, a discussion. The authors share a robust discussion script that models a wise-practice pedagogical approach for promoting civic competence [problem-based historical inquiry (PBHI)] and then describe precisely how the discussion is an exemplar of that approach.

Scores of teachers and teacher educators have participated in this discussion in real-world classroom settings. This was first experienced during a professional development seminar at the University of Prishtina in Kosovo when the first author, working with Kosovar colleagues including the second author, led this seemingly impromptu discussion of major values in conflict over the issue of whether Kosovo's government should make tobacco use illegal. This has since been implemented in several undergraduate and graduate education courses in the United States of America.

The discussion script contains two types of text: (1) traditional text – default formatting – which constitutes the semi-structured wording a discussion leader would say aloud and (2) supplementary text – italicized formatting – that provides educative suggestions for professional development.

Finally, the authors share suggestions for revising this discussion for future iterations and ways teachers and teacher educators can further develop the skills for facilitating discussions.

The purpose of this study is to examine the knowledge gap hypothesis in the context of smartphone use for news to understand whether mobile news consumption could bridge or widen the knowledge gap between people of higher and lower socioeconomic status (SES).

The authors examine how smartphone news consumption is associated with the knowledge gap hypothesis by analyzing a survey dataset from Hong Kong. This study focuses specifically on a moderated mediation model in which the indirect effect of mobile news consumption on political knowledge via discussion network heterogeneity is contingent on level of education.

Smartphone use for news/information was positively associated with level of discussion network heterogeneity. The indirect effect of smartphone news use on political knowledge via discussion network heterogeneity was stronger for those with lower levels of education.

This study advances the understanding of the role of smartphone use in contributing to the functioning of deliberative democracy as this use enhances discussion network heterogeneity and general levels of political knowledge. Moreover, our study contributes to the literature on the knowledge gap by not only examining the relationship between smartphone use, discussion heterogeneity, and political knowledge but also taking into consideration individual levels of education.

Following the United Kingdom's (UK) withdrawal from the European Union (EU), there is uncertainty in the financial services industry on equivalence of regulatory regimes. This also affects the insurance industry. As of now, it is not clear if the UK’s supervisory regime (“Solvency UK”) will be classified as equivalent to the European Solvency II supervisory regime. After no equivalence decision was taken during the Brexit transition period and there are efforts by the UK in the form of the UK Solvency II Review and the Financial Services and Markets Bill to adapt Solvency II more to the characteristics of the national insurance market, the uncertainties are intensified. Although Solvency II non-equivalence would have a significant impact on insurance groups operating in both the UK and the EU, there has been no detailed analysis of whether these initiatives could have an impact on a future Solvency II equivalence decision. The purpose of this paper is to address and close this research gap with a literature review and a subsequent equivalence mapping and discussion.

Based on the literature review methodology, this paper draws on academic sources as well as publications from governments and regulators, articles from consultancies and subject matter experts and uses this literature to provide an overview of the current state of research on equivalence in the wider financial services industry, but specifically on Solvency II equivalence, the UK Solvency II Review and the Financial Services and Markets Bill. Based on this literature review, the paper also forms the basis for an innovative and forward-looking Solvency II equivalence mapping and discussion.

Several articles state that differences between Solvency II and Solvency UK could harm a future Solvency II equivalence decision. The UK Solvency II Review and the Financial Services and Markets Bill are two initiatives that support the objective of aligning the Solvency II supervisory regime more closely with the circumstances of the UK insurance market. Although both initiatives contribute to the fact that Solvency UK differs in parts from Solvency II, based on the literature review and the subsequent equivalence mapping and discussion, there are currently no reforms that should harm future Solvency II equivalence decisions.

This paper provides a previously non-existent overview of equivalence in the wider financial services industry, but specifically on Solvency II equivalence, the UK Solvency II Review and the Financial Services and Markets Bill, and brings them together in an innovative equivalence discussion. It thus presents the current state of knowledge on Solvency II after Brexit and develops it further around a mapping against the equivalence criteria. As non-equivalence could have significant implications for insurance groups operating in both the UK and the EU, this paper is a useful and practical study that provides a previously non-existent equivalence mapping and discussion based on current initiatives and publications. It thus closes the research gap identified and reduces uncertainties in the insurance industry and can be used as a blueprint for detailed and forward-looking equivalence mappings and discussions for the wider financial services industry.

The purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance reflective practice in work-based learning (WBL).

This study adopted a qualitative interpretive approach through the use of VLE [Blackboard (BB)] discussion forums followed by a focus group. Thematic and content analysis was conducted to identify patterns and themes.

The findings suggest that whilst a VLE can help create a community of practice through discussion forums, individual reflective practice, as opposed to group reflection, was found to be the most common in the communication discourse, with reflection on experience as the main category.

Original views of students have been gathered and can be used to inform future practice.

The findings can be used to better understand and enhance reflective practice of students on WBL placements.

The involvement of clients in service encounters and service development has become a central principle for contemporary health and social care organizations. However, in day-to-day work settings, the shift toward client involvement is still in progress. We examined how health and social care professionals, together with clients and managers, co-develop their conceptions of client involvement and search for practical ways in which to implement these in organizational service processes.

The empirical case of this study was a developmental intervention, the client involvement workshop, conducted in a Finnish municipal social and welfare center. The cultural-historical activity theory (CHAT) framework was used to analyze the development of client involvement ideas and the modes of interaction during the intervention.

Analysis of the collective discussion revealed that the conceptions of client involvement developed through two interconnected object-orientations: Enabling client involvement in service encounters and promoting client involvement in the service system. The predominant mode of interaction in the collective discussion was that of “coordination.” The clients' perspective and contributions were central aspects in the turning points from coordination to cooperation; professionals crossed organizational boundaries, and together with clients, constructed a new client involvement-based object. This suggests that client participation plays an important role in the development of services.

The CHAT-based examination of the modes of interaction clarifies the potential of co-developing client-involvement-based services and highlights the importance of clients' participation in co-development.

This study develops a computational method to investigate the predominant language styles in political discussions on Twitter and their connections with users' online characteristics.

This study gathers a large Twitter dataset comprising political discussions across various topics from general users. It utilizes an unsupervised machine learning algorithm with pre-defined language features to detect language styles in political discussions on Twitter. Furthermore, it employs a multinomial model to explore the relationships between language styles and users' online characteristics.

Through the analysis of over 700,000 political tweets, this study identifies six language styles: mobilizing, self-expressive, argumentative, narrative, analytic and informational. Furthermore, by investigating the covariation between language styles and users' online characteristics, such as social connections, expressive desires and gender, this study reveals a preference for an informational style and an aversion to an argumentative style in political discussions. It also uncovers gender differences in language styles, with women being more likely to belong to the mobilizing group but less likely to belong to the analytic and informational groups.

This study provides insights into the psychological mechanisms and social statuses of users who adopt particular language styles. It assists political communicators in understanding their audience and tailoring their language to suit specific contexts and communication objectives.

This study reveals gender differences in language styles, suggesting that women may have a heightened desire for social support in political discussions. It highlights that traditional gender disparities in politics might persist in online public spaces.

This study develops a computational methodology by combining cluster analysis with pre-defined linguistic features to categorize language styles. This approach integrates statistical algorithms with communication and linguistic theories, providing researchers with an unsupervised method for analyzing textual data. It focuses on detecting language styles rather than topics or themes in the text, complementing widely used text classification methods such as topic modeling. Additionally, this study explores the associations between language styles and the online characteristics of social media users in a political context.

The purpose of this paper is to present a novel qualitative activity focus group (AFG) method for studying consumption practices. This participatory method, which is inspired by practice-theoretical thinking, combines focus group discussions with activities that represent the practices at the centre of the research.

The application of the AFG method is demonstrated with an empirical study of the transition to plant-based food consumption practices in Finland, involving four group sessions of 13 participants.

The findings from the empirical application of the AFG method illustrate that its key strength is the ability to foster fruitful and natural discussions on routine consumption practices that connect with discursive and practical dimensions and thus generate multidimensional data in resource-efficient ways.

The AFG method extends the methodological approaches in practice theory–oriented research, responding to the call for creative, real-life-reflecting methods that are able to grasp the discursive and embodied dimensions of practices. The method is proposed to be particularly suitable for research on mundane consumption practices.

While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

With the increasing importance of technology in hospitality and tourism, technology-driven service innovation has been a salient topic discussed from both customers’ and suppliers’ perspectives. However, there has been a lack of research that provides an overview of research on technology-driven service innovation. The purpose of this study is to review current discussions on technology-driven service innovation and provide directions for future studies in the hospitality and tourism literature.

A total of 82 articles on technology-driven service innovation were collected from top-tier hospitality and tourism journals. The papers were analyzed using content analysis to derive key topics discussed in the literature. Such discussions were made by different service innovation categories, antecedents, outcomes and theories. Future research agendas were suggested based on the research gap found in the literature.

The results indicate that prior discussions on technology-driven service innovation viewed technology as a service or service delivery method, with limited focus on management, marketing and institutional service innovation. In addition, the study reveals five key topics that need further discussion, such as cocreative technology, human resources management, strategy management, emerging technology and digital transformation.

While there have been increasing studies that reveal determining roles of technology in service innovation, scarce research introduced the new concept of technology-driven service innovation, suggesting a comprehensive approach. By adopting the unique approach of technology-driven service innovation, the research reveals the multifaceted roles of technology in service innovation and areas that need further discussion to implement highly sustainable strategies.

The research adds to the knowledge of technology-driven service innovation by providing a holistic view of current discussions, finding research gaps and proposing future research agendas for extended discussion.

This study aimed to investigate learning behaviors deeply in flipped classrooms. In addition, it is worth considering how to help learners through recognition technology with natural language processing (NLP) when learners have question and answer (Q&A). In addition, the Internet of Things (IoT) can be utilized to make the physical learning environment more comfortable and smarter.

The authors developed smart learning environment (SLE) with smart mechanisms supported by recognition technology, NLP and IoT to help learners and employed scaffolding to facilitate their group discussions. This study is an explanatory research to investigate graduate learners' learning behavior when they are collaborating with group members and interacting with the environment in flipped classroom using the proposed SLE.

The results revealed that learners who collaborated more while coediting had significant learning achievement, and NLP sufficiently addressed their questions. Physical conditions of the SLE were comfortable for learners. They perceived that SLE could facilitate group discussions with scaffolding.

This study suggests to utilize flipped classrooms with technologies, e.g. Google Slides integration, to help learners to do more collaboration and use smart mechanisms, e.g. Q&A with NLP, to make learners more interacting during the discussion process.

The proposed SLE can record and analyze smartly their collaboration meaningfully with group members and interact with the environment. Accordingly, researchers found that collaboration in flipped classrooms can help their learning achievement, and it is worth being widely promoted.