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11 – 20 of over 47000Online Information Meeting — 1978 London, December 5–7,1978. Following the successful meeting held in London last year and reported in the March 1978 issue of this journal, Online…
Abstract
Online Information Meeting — 1978 London, December 5–7,1978. Following the successful meeting held in London last year and reported in the March 1978 issue of this journal, Online Review is sponsoring the 2nd International Online Meeting which will be held at the Commonwealth Institute in London, England on December 5–7, 1978.
Helle Birkholm Antczak, Thomas Mackrill, Signe Steensbæk and Frank Ebsen
The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with their…
Abstract
Purpose
The purpose of this paper is to present a novel online video-based approach to supervision for statutory caseworkers. Caseworkers recorded a video of their meetings with their clients and sent the video to their supervisor. The supervisor selected clips in the video. They held an online meeting where they reviewed the clips, and the supervisor gave feedback and they reflected together. The caseworker then used what they had learnt in their future practice. The caseworker then recorded a new meeting, and the supervision cycle restarted.
Design/methodology/approach
In total, 11 statutory caseworkers from three municipalities in the Copenhagen area participated in semi-structured qualitative interviews. The interviews focused on the professional learning and challenges caseworkers faced in relation to participating in the supervision process.
Findings
The caseworkers reported that they used the method to assess their own practice in a more realistic way as the use of video gave a more accurate image than merely recalling what had occurred. They reflected about and developed their relationship with clients, their conversational style and use of communication techniques, skills in relation to running meetings, and skills in relation to eliciting the young person’s perspective. The caseworkers were anxious when they received their first feedback from supervisors, but this diminished. The focus on supporting clients in their personal development challenged caseworkers who identified as having an administrative rather than interventional role. Some found the online meeting technology difficult to master.
Originality/value
This study presents and explores the use of a novel approach to statutory casework supervision.
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New field for Infomart. Infomart, SDC's agent in Canada, recently announced that it had entered the field of electronic publishing with an influx of $6 million from two of…
Abstract
New field for Infomart. Infomart, SDC's agent in Canada, recently announced that it had entered the field of electronic publishing with an influx of $6 million from two of Canada's largest communication companies, Southam Inc. and Torstar Corporation. Infomart recently hosted an international forum on the future of videotex in Canada.
Clement C. Chen, Keith T. Jones and Keith Moreland
This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery…
Abstract
This study examines the relative efficacy of groups in both virtual and traditional face-to-face courses, as well as differences in group dynamics between the two delivery methods. We surveyed students in online and traditional classroom sections of the same intermediate-level cost accounting course about their perceptions of group processes, general satisfaction with group work, learning outcomes, and group communications. Traditional classroom students were more positive about their group processes and learning outcomes than were online students. They also were more likely to agree that the learning benefits of group work outweighed the costs, (e.g., uneven and inefficient work distribution.) Our findings suggest that instructors who use groups in online courses should specifically consider the potentially negative effects of such factors as workload imbalances when designing group learning activities so that learning objectives are not adversely affected.
James Calleja and Patrick Camilleri
The research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered…
Abstract
Purpose
The research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.
Design/methodology/approach
This paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.
Findings
Notwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.
Practical implications
Disruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.
Originality/value
Intentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.
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Noa Shapira and Meital Amzalag
The current research presents findings from an innovative online Teachers Professional Development (TPD) program entitled – The Israeli Society is Meeting Online. This study aims…
Abstract
Purpose
The current research presents findings from an innovative online Teachers Professional Development (TPD) program entitled – The Israeli Society is Meeting Online. This study aims to examine to what extent does online contact promote meaningful acquaintance among teachers from different cultures in Israeli society, and how did the online TPD program influence the way teachers perceive their roles in the Israeli education system.
Design/methodology/approach
This study implemented a qualitative phenomenological approach to learn about the teachers’ experiences (through the TPD program.
Findings
The findings indicate that teachers who live and study in a diverse and divided society can improve intergroup relations using online contact with teachers from other groups. This contact may lead to a significant acquaintance, which, in turn, prepares teachers as agents of change in the field of multicultural education.
Originality/value
Israeli society is diverse and divided and these divisions are reflected in the educational system, which is characterized by high degrees of prejudice, stereotyping and racism between groups. The findings highlight the educative potential of online contact in a diverse society and the importance of improving intergroup relations between teachers from different cultures prior to their attempts to promote multicultural education.
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The Thirteenth Online Meeting was held in New York on 5–7 May 1992. Here, Online Review's Managing Editor, Simon Atkinson, offers the second of two sets of abstracts of selected…
Abstract
The Thirteenth Online Meeting was held in New York on 5–7 May 1992. Here, Online Review's Managing Editor, Simon Atkinson, offers the second of two sets of abstracts of selected papers. The first set appeared in the June issue of Online Review (page 165).
ASIS Annual Meeting. The 46th Annual Meeting of the American Society for Information Science was held from 2–6 October 1983, at the Hyatt Regency Hotel, in Crystal City, Virginia…
Abstract
ASIS Annual Meeting. The 46th Annual Meeting of the American Society for Information Science was held from 2–6 October 1983, at the Hyatt Regency Hotel, in Crystal City, Virginia, just the other side of the Potomac River from Washington, DC.
The International Online Information Meetings are well established as the leading forums for both users and producers of online information services. In recent years, of course…
Abstract
The International Online Information Meetings are well established as the leading forums for both users and producers of online information services. In recent years, of course, CDROM has made its entrance to complement online, as a means for both accessing and presenting information. Among the sessions at Online Information 94, held in December last year, were three entitled respectively ‘Electronic access to fulltext’, ‘Multimedia and CD‐ROM applications’ and ‘Online information services’. Here we present abstracts of the papers presented at these sessions.
The purpose of this paper is to investigate online problem‐based learning (PBL) as a route to achieving sustainability education using sponsored projects.
Abstract
Purpose
The purpose of this paper is to investigate online problem‐based learning (PBL) as a route to achieving sustainability education using sponsored projects.
Design/methodology/approach
The Royal Academy of Engineering sponsored project at Manchester; to foster education in sustainability through inter‐disciplinary problem‐based approaches, has since been extended to other groups and to a broader array of issues. One of the limiting factors is the ease with which this approach can be taken in the case of large numbers of students and a commensurate requirement for large numbers of facilitators. The University of Keele, together with partners from the universities of Manchester and Staffordshire, was awarded National Teaching Fellowship Scheme funding to explore further the use of blended or online approaches, in order to overcome these limitations. The pilot unit already has a certain amount of support using the BlackBoard virtual learning environment (VLE) but this scenario is supposed to rely entirely on online working. At the time of writing, the evaluation of the pilot has not been completed but an online questionnaire was devised to monitor students’ reactions to the online working and to ascertain whether they did in fact work entirely online or whether they chose to meet informally face‐to‐face. Difficulties encountered were both organizational (mostly relating to enrolment) and technical (this was a new version of BlackBoard and had a few teething troubles).
Findings
This pilot project has demonstrated that a blended approach to PBL is feasible. There are some forms of resistance from students. The assessment was outcomes‐driven rather than process‐driven. This meant that it was not necessary for the academic staff to have access to all the discussions, thus acting as facilitators. There is a general theme that while learners found it possible to work effectively as a group online, they also found it more difficult. It is possible that the students were having to dedicate more time and effort to the use of the online system, which had an impact on their creativity and productivity.
Research limitations/implications
In the case of the University of Manchester, the developments are being applied to a Masters‐level course unit in Managing Humanitarian Aid Projects. This unit proceeds on the basis of five scenarios that students try to resolve in small groups and in the first pilot year one of these scenarios is being delivered on‐line.
Practical implications
The results of this pilot could be fed in to different stages of programme deployment to examine impact and explore possibilities with distance learning modules.
Originality/value
This paper has looked at the effectiveness of nationally run, problem‐based learning projects that are aimed at improving understanding, engagement and deployment on diverse learning environments to include VLEs.
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