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Article
Publication date: 25 June 2020

Sreecharan Sankaranarayanan, Siddharth Reddy Kandimalla, Mengxin Cao, Ignacio Maronna, Haokang An, Chris Bogart, R. Charles Murray, Michael Hilton, Majd Sakr and Carolyn Penstein Rosé

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near…

1583

Abstract

Purpose

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level.

Design/methodology/approach

Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task.

Findings

By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed.

Originality/value

The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

Open Access
Article
Publication date: 28 September 2021

Scott Strachan, Louise Logan, Debra Willison, Rod Bain, Jennifer Roberts, Iain Mitchell and Roddy Yarr

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way…

Abstract

As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.

This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.

Content available
118

Abstract

Details

Online Information Review, vol. 35 no. 2
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 26 September 2008

Chiann‐Ru Song

The importance of critical thinking disposition (CTD) in second language (L2) university students' writing is a topic rarely discussed. The purpose of this research paper is to…

1491

Abstract

Purpose

The importance of critical thinking disposition (CTD) in second language (L2) university students' writing is a topic rarely discussed. The purpose of this research paper is to examine L2 university students' CTD during the writing process. Research questions discussed in this paper encompass the CT dispositions and characteristics of L2 university students in online writing environments. Measuring CTD and CTD training via online collaborative peer review were the two grounding themes of this study.

Design/methodology/approach

A five‐point Likert scale online questionnaire which included two open‐ended questions was developed to assess CTD. A factor analysis and a cluster analysis were preformed on the data. A discriminate analysis determined the number of viable clusters and a one‐way ANOVA was performed to compare differences, with qualitative interview data to supplement. The data set for CTD measurement was a matrix consisting of 27 participants and P variables.

Findings

The findings reveal that the CTD characteristics of L2s include open‐mindedness, systematicity and inquisitiveness, and low interaction/motivation.

Research limitations/implications

Limitations include a small sample size that mimics the researcher's anticipations, but the findings would be strengthened by a larger sample. A lack of sensitivity and generalisability could be corrected in the future by using broader subject matter within an online educational web site.

Originality/value

Knowledge of the CTD characteristics of L2s would allow interface designers to take into account different CTDs in developing L2 online collaborative educational web sites. This study outlines the first step in developing online collaborative educational games that allow L2 university students to improve their writing abilities by considering various CTDs.

Details

Online Information Review, vol. 32 no. 5
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 16 August 2018

Joanna Fox, Anne-Marie Smith, Lizzie Kenedler and George Evangelinos

The purpose of this paper is to reflect on the development of a recovery-oriented training programme for mental health care-givers. It also considers the effectiveness of using…

Abstract

Purpose

The purpose of this paper is to reflect on the development of a recovery-oriented training programme for mental health care-givers. It also considers the effectiveness of using participatory research methods that promote involvement of people with diverse expertise to co-produce this programme. It presents a rationale for developing recovery-oriented training, which employs blended learning, comprising face-to-face and e-learning.

Design/methodology/approach

A small advisory group consisting of professionals, experts-by-experience (service users) and -by-caring (care-givers) and an academic developed a blended learning programme about the recovery approach for mental health carer-givers. This paper details the participatory approach supported by an action research cycle that contributed to the design of the programme, and the specific impact of experiential knowledge on its development.

Findings

Reflections on the advisory group process are described that led to the co-production of the course. This leads to consideration of the value of using this research approach to develop a carer-focused programme. The content of the recovery-oriented training programme is presented which adopts blended learning. This leads to discussion of potential of this format to improve carers’ access to training.

Originality/value

It is proposed that this recovery-oriented course, building on a previous study, has the potential to positively influence outcomes for the training programme participants (the care-givers) and the person they support. It is suggested that blended learning may in part overcome some of the barriers carers experience to accessing and participating in traditional interventions. Reflections on the process of co-production underline the value of participatory research in designing this recovery-oriented course for carers.

Details

The Journal of Mental Health Training, Education and Practice, vol. 13 no. 5
Type: Research Article
ISSN: 1755-6228

Keywords

Article
Publication date: 1 December 2003

Anna Marie Johnson

This article presents an annotated bibliography of literature recently on library instruction and information literacy in academic, school, public, special, and all types of…

5569

Abstract

This article presents an annotated bibliography of literature recently on library instruction and information literacy in academic, school, public, special, and all types of libraries. Interest in the topic remains strong, with a growing number of pieces also including the importance of assessment. Other themes discussed in the articles include research, collaboration, the use of tutorials, tours, distance learning, active learning, problem‐based learning, and the role of accreditation bodies.

Details

Reference Services Review, vol. 31 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 May 2005

James D. Hooks and Frank Corbett

The purpose of this paper is to contribute to the practice of information literacy by showing the role that extensive collaboration plays in a graduate off‐campus cohort program.

1581

Abstract

Purpose

The purpose of this paper is to contribute to the practice of information literacy by showing the role that extensive collaboration plays in a graduate off‐campus cohort program.

Design/methodology/approach

A case study of an innovative project that uses a collaborative approach to information literacy embedded into an off‐campus graduate cohort program offered in the field of graduate education.

Findings

In this paper, it is not stated or implied that the traditional library or librarian will be irrelevant to higher education in the twenty‐first century. Nor, however, is it suggested that the collaboration between (for example) librarian and graduate education programs that is necessary to stave off such obsolescence takes place inevitably. It is known that the literature and classroom observations to date clearly demonstrate that existing collaborative efforts between these two entities have been successful in benefiting graduate students. However, this model needs to become more pervasive in practice to take the profession effectively into the twenty‐first century.

Research limitations/implications

This project was limited to one graduate program in the College of Education. However, it does have implications for other graduate programs as well as for undergraduate programs.

Practical implications

The results of this collaborative project indicate techniques and practices by means of which students will improve both information literacy and critical analysis skills.

Originality/value

This paper supports the idea that collaboration between librarians and graduate faculty members is an essential factor in enhancing an information literacy program at the university level.

Details

Library Review, vol. 54 no. 4
Type: Research Article
ISSN: 0024-2535

Keywords

Article
Publication date: 20 July 2021

Tabitha L. James, Jie Zhang, Han Li, Jennifer L. Ziegelmayer and Eduardo D. Villacis-Calderon

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters…

1652

Abstract

Purpose

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.

Design/methodology/approach

Data was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.

Findings

We find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.

Originality/value

We extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

Details

Information Technology & People, vol. 35 no. 4
Type: Research Article
ISSN: 0959-3845

Keywords

Article
Publication date: 24 August 2021

Miguel Cordova, Dinorá Eliete Floriani, Maria Alejandra Gonzalez-Perez, Michel Hermans, Santiago Mingo, Fabiola Monje-Cueto, Karla Maria Nava-Aguirre, Carlos Adrian Rodriguez and Erica Salvaj

This paper aims to provide insights into the internationalization strategic responses to the COVID-19 pandemic by higher education institutions (HEIs) in Latin America.

Abstract

Purpose

This paper aims to provide insights into the internationalization strategic responses to the COVID-19 pandemic by higher education institutions (HEIs) in Latin America.

Design/methodology/approach

This study is based on information from eight leading Latin American private universities. The data were obtained from official sources such as institutional communications and university administrators.

Findings

The authors identify two main issues that HEIs should consider while responding to the pandemic. First, greater attention and resource allocation to the universities' main local stakeholders can affect traditional internationalization activities. Second, a focus on revitalizing foreign partnerships and strengthening “virtual internationalization” can help maintain and eventually increase international presence.

Research limitations/implications

While this study analyses how these Latin American HEIs responded during the initial stages of the COVID-19 outbreak, it is important to conduct follow-up studies to shed light on how HEIs are adapting to the COVID-19 crisis as it continues to unfold.

Originality/value

This study is based on unique information gathered from leading private, not-for-profit HEIs in Latin America, which, contrary to state-owned HEIs or other private institutions in developed economies, have exhibited different means and conditions to respond to the coronavirus outbreak. Finally, the authors contribute to the literature on the internationalization of HEIs by discussing the role of a significant disruptive event on the internationalization of higher education and, particularly, business schools.

Propósito

Este artículo discute las respuestas estratégicas de internacionalización frente a la pandemia del COVID-19 implementadas por Instituciones de Educación Superior (IES) en América Latina.

Diseño/metodología/aproximación

Este estudio se basa en información de ocho universidades privadas líderes en América Latina. La información fue obtenida de fuentes oficiales tales como comunicados institucionales y autoridades.

Hallazgos

Identificamos dos temas principales que las IES deben considerar mientras responden al COVID-19. Primero, una mayor atención y reubicación de recursos hacia los principales grupos de interés local puede afectar las actividades tradicionales de internacionalización. Segundo, revitalizar las alianzas extranjeras y fortalecer la “internacionalización virtual” puede ayudar a mantener y eventualmente incrementar la presencia internacional.

Limitaciones de investigación/implicaciones

Si bien este estudio analiza cómo un grupo de IES Latinoamericanas respondieron durante las etapas iniciales del COVID-19, es importante continuar analizando cómo las IES se siguen adaptando a medida que la crisis COVID-19 avanza.

Originalidad/valor

Este estudio se basa en datos únicos obtenidos de IES privadas, sin fines de lucro, y líderes en América Latina que, al contrario de las universidades públicas u otras IES en economías desarrolladas, exhiben medios y condiciones diferentes para responder a la expansión del coronavirus. Finalmente, este trabajo contribuye a la literatura sobre internacionalización de IES mediante la discusión del rol de un evento disruptivo de escala mundial en la internacionalización de universidades y, particularmente, escuelas de negocios.

Article
Publication date: 29 June 2020

Earl Aguliera and Bianca Nightengale-Lee

While educational shifts in response to COVID-19 at the state, district and school-level may have been grounded in the best of intentions, these decisions may not fully respond to…

6886

Abstract

Purpose

While educational shifts in response to COVID-19 at the state, district and school-level may have been grounded in the best of intentions, these decisions may not fully respond to the everyday realities of teachers, parents, caregivers and students living within historically marginalized communities. In addition to evidence-based and pragmatic approaches to emergency remote teaching (ERT), there is also a need to understand the experiences of students and families living in urban and rural contexts, who in light of existing educational inequities, are being further exposed to inequitable access due to school closures and the abrupt shift to ERT. This paper aims to use a reflexive dialogic approach to explore these issues.

Design/methodology/approach

Drawing from a larger phenomenological study highlighting the lived experiences of families being impacted by emergency shifts in educational policy and practice, this paper presents a dialogue between two teacher-educators of color working directly with teachers and administrators in the K-12 system across urban and rural contexts. This dialogue acknowledges and interrogates inequitable educational practices exacerbated by the pandemic for marginalized communities, and the shared responsibility of supporting the most vulnerable students as they transition to ERT.

Findings

Reflecting across their local contexts, the authors highlight the importance of educational decision-making that centers the perspectives of families in local communities; develop both pedagogical and structural approaches to address educational inequities; and purposefully approach ERT to disrupt such inequities and move toward a vision of educational justice.

Social implications

Broader implications of this discussion speak to the ever-widening divide between marginalized and dominant communities, which undergirds the and educational inequities that continue to threaten the academic achievement of all students.

Originality/value

As educational decision-makers imagine new pathways in the days ahead, this dialogue highlights the importance of keeping complex issues of educational inequity at the center of the conversation.

Details

Information and Learning Sciences, vol. 121 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

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