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1 – 10 of over 83000There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on…
Abstract
Purpose
There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus.
Design/methodology/approach
To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study.
Findings
Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise.
Research limitations/implications
It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small.
Practical implications
The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting.
Originality/value
There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia.
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This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.
Abstract
Purpose
This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.
Design/methodology/approach
Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.
Findings
Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.
Research limitations/implications
This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.
Practical implications
The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.
Originality/value
A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.
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Felicity Small, David Dowell and Peter Simmons
Teachers have access to a growing range of online tools to support course delivery, but which ones are valued by students? Expectations and satisfaction are important constructs…
Abstract
Purpose
Teachers have access to a growing range of online tools to support course delivery, but which ones are valued by students? Expectations and satisfaction are important constructs in the delivery of a service product, and how these constructs operate in a service environment, such as education where the student can also take on the role of the customer is unknown. This study focuses on the student perspective of online tools. The aim of this paper is to measure students' expectations and perceived importance of, and satisfaction with, a range of tools available in a virtual learning environment.
Design/methodology/approach
A quantitative survey (n=396) was conducted and descriptive measures and statistical analysis were produced.
Findings
Results show that the tools that enable instructors to communicate with students and vice versa are more important to students and more satisfying to them than tools that enable students to interact with each other. Also, business students appear to be different from non‐business students, with respect to desired communications tools.
Practical implications
The findings help us to understand business students' communication preference, which in turn helps teachers to create an educationally meaningful learning environment.
Originality/value
This work connects an established model for online interactions with students' expectations and level of satisfaction with tools that are currently being used in the online education environment.
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The use of collaborative group work is an important teaching and learning strategy for online and blended courses. However, the challenges of collaborative group work, such as the…
Abstract
The use of collaborative group work is an important teaching and learning strategy for online and blended courses. However, the challenges of collaborative group work, such as the lack of online technology skills, time conflicts, differences in team member participation, and logistics of online and blended teamwork, often leave students dissatisfied by the process. To maximize the benefits and minimize the challenges, students should be supported in the development of skills with the use of relevant (often emerging or Web 2.0) online technologies and the development of skills related to online and blended collaborative group work. The Phases and Scaffolds for Technology Use and Collaborative Group Work course design process was developed to address this need and is shared in this chapter along with an action research-based case study designed from an action research approach. The purpose of this study was to find out what students thought about the aforementioned course design process, as well as to find out which online tools were most beneficial for online collaborative group work. Based on the results of the survey, the Phases and Scaffolds for Technology Use and Collaborative Group Work course design process had a positive impact on student satisfaction, student learning, and student success and the most beneficial and valued online collaborative group work tools included Skype, Google Docs, and Adobe Connect.
Kathy-ann Daniel-Gittens and Tina Calandrino
This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses…
Abstract
This chapter provides guidelines and strategies for higher education faculty and faculty developers who wish to implement inquiry-based teaching models online. The chapter focuses on two specific inquiry-based (IB) instructional models: guided and open inquiry as these two models are considered more relevant to higher education students. The chapter will present validated processes for implementing IB teaching models and consider how these processes can be authentically replicated in online learning environments. The chapter will also examine issues and challenges involved in implementing IB teaching models online. Grounded in the challenges that faculty face in translating their instructional practice in online environments, the chapter suggests strategies and interactive tools to scaffold and model IB learning in online environments.
Francisco Peco-Torres, Ana I. Polo-Peña and Dolores M. Frías Jamilena
This study aims to examine the antecedents and consequences of strategic online-reputation management among tourism firms. It is proposed that customer relationship management…
Abstract
Purpose
This study aims to examine the antecedents and consequences of strategic online-reputation management among tourism firms. It is proposed that customer relationship management (CRM) is an antecedent of strategic online-reputation management, brand equity is a consequence of strategic online-reputation management and the use of online tools moderates the effect of strategic online-reputation management and CRM on brand equity.
Design/methodology/approach
A quantitative empirical study is conducted among online marketing managers of chain hotels. Structural equation modeling (SEM) is used to verify the proposed relationships.
Findings
The results show that CRM is an antecedent of strategic online-reputation management, and that strategic online-reputation management and CRM exert a positive effect on brand equity among firms that frequently use a range of online tools. No such effect is found in cases of limited usage of online tools.
Practical implications
Tourism firms seeking to achieve greater brand equity by means of strategic online-reputation management should implement CRM and make extensive use of online tools.
Originality/value
The main contributions of this study are that it analyzes the antecedents and consequences of strategic online-reputation management jointly and empirically; studies the moderating role of the use of online tools in the effect of online strategies – such as online-reputation management and CRM – on brand equity; and studies the consequences of CRM in online media.
研究目的
本研究探讨旅游公司战略性在线声誉管理的前因和后果。建议 a) 客户关系管理 (CRM) 是战略性在线声誉管理的先决条件, b) 品牌资产是战略性在线声誉管理的结果, c) 在线工具的使用调节战略性在线声誉管理的效果- 品牌资产的声誉管理和 CRM。
研究设计/方法/方法
本研究对连锁酒店的在线营销经理进行了定量实证研究。结构方程模型 (SEM) 用于验证所提出的关系。
研究发现
CRM 是战略在线声誉管理的前身, 战略在线声誉管理和 CRM 对经常使用一系列在线工具的公司的品牌资产产生积极影响。在有限使用在线工具的情况下没有发现这种效果。
研究实践意义
希望寻求通过战略性在线声誉管理实现更大品牌资产的旅游公司应实施 CRM 并广泛使用在线工具。
研究原创性
本研究的主要贡献在于:(i) 本研究联合实证分析战略性在线声誉管理的前因和后果; (ii) 本研究探讨了使用在线工具对在线战略(例如在线声誉管理和 CRM)对品牌资产的影响的调节作用; (iii) 本研究探讨了 CRM 在在线媒体中的影响。
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Sean P. Goggins, James Laffey and Michael Gallagher
This paper has two purposes. First, to provide insight into the formation of completely online small groups, paying special attention to how their work practices develop, and how…
Abstract
Purpose
This paper has two purposes. First, to provide insight into the formation of completely online small groups, paying special attention to how their work practices develop, and how they form identity. Second, to pursue conceptual development of a more multi‐level view of completely online group experience, which can be made visible through analysis of the unique interaction logging system used in this study.
Design/methodology/approach
The authors conduct a mixed methods study that integrates interviews, grounded theory analysis, case study methods and social network analysis to build a multi‐layered view of completely online group and community development.
Findings
Completely online group formation is explicated as a socio‐technical system. The paper identifies themes of tool uptake and use, and patterns of interaction that accompany group formation and development of completely online group practices. These patterns show little respect for the boundaries of space and time. It then shows how groups who are paired together for two non‐sequential activities develop a common internal structural arrangement in the second activity, and are viewable as groups in the larger course context in four of six cases.
Research limitations/implications
The time bounded nature of the group and community, combined with the educational context limit the generalizability of these findings.
Practical implications
The study shows how completely online group development can be made visible. Managers of work teams and teachers who work with classrooms in completely online contexts need to recognize the dynamic structure and interaction practices of completely online teams.
Originality/value
First, little research has been conducted on completely online group formation. Second, a conceptual understanding of how group members relate to one another and how groups interact with other groups in the same socio‐technical context is not explored in prior work. Third, the paper performs this analysis including data from rich, contextualized usage logs, which enables greater insight into online group interactivity than prior research.
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Lelokwane Mokgalo, Alice Njoroge and Mercy Musikavanhu
Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches…
Abstract
Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches for teaching and learning which necessitate students, academic practitioners and institutions to engage and interact with each other successfully. The purpose of this chapter is to discuss the importance of interaction and engagement in the use of blended learning online tools during emergency situations. The theoretical lens that informs the chapter is social constructivism which argues that learning is a social endeavour. The literature findings show that the effective engagement of students contributes to the overall quality of students’ produced experiences as well as pass rates. Furthermore, the importance of student–lecturer engagement and student–content engagement cannot be taken for granted. The right balance of synchronous and asynchronous online learning tools contributes to fruitful interaction and engagement. Online engagement seems to have many benefits as compared to conventional based engagement such as the ability of students to contribute to their teaching and learning. Despite these advantages, challenges associated with online learning such as balancing life commitments, confidence, students’ approach to learning, high investment costs in resources, motivation, competences of lecturers and students, interest of lecturers and students and efficacy of lecturers and students cannot be ignored. The authors therefore recommend that effective and efficient online learning requires the correct blend of online learning tools accompanied by the correct engagement strategies.
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Carmen Camarero, Javier Rodríguez and Rebeca San José
New information and communication technologies provide tools that help users to progress from traditional teaching methods towards new and more participative approaches consistent…
Abstract
Purpose
New information and communication technologies provide tools that help users to progress from traditional teaching methods towards new and more participative approaches consistent with collaborative learning. This study aims to assess the application of online discussion forums as a support tool for lecturing in marketing.
Design/methodology/approach
The authors seek to pinpoint which factors determine student use of online forums on the basis of the Technology Acceptance Model and to provide empirical evidence concerning their impact on learning performance.
Findings
The findings indicate that it is not ease of use but perceived usefulness that determines a positive attitude towards forums, an attitude which in turn influences forum use and perceived learning. Adopting a new learning system may be seen as a gradual process in which students become involved as they develop a positive attitude towards the system.
Practical implications
Lecturers and web developers should pay particular care not only to the layout of the web site supporting the forums, but also to their usefulness and ability to stimulate ongoing and interesting debates among students.
Originality/value
The findings of the study are valuable in helping lecturers and educational administrators in the application and promotion of online forums for creating knowledge through internal and interactive dialogue in a more conversational model of learning.
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This study aims to assess the effectiveness of online e-resource marketing tools used by university libraries to market e-resources. The specific objectives of this study were to…
Abstract
Purpose
This study aims to assess the effectiveness of online e-resource marketing tools used by university libraries to market e-resources. The specific objectives of this study were to uncover the e-resources that are showcased by university libraries, find out instructions posted by libraries to facilitate access and utilization of e-resources, examine marketing tools used, examine how current and relevant marketing messages and test the functionality of the marketing tools used.
Design/methodology/approach
An exploratory research design was used to assess the effectiveness of e-resources marketing tools. The study population included all public university libraries in Tanzania. The sample was purposively selected to include all publicly funded libraries as they work under similar management environments. Data collection involved the evaluation of online marketing tools using a matrix checklist.
Findings
It was revealed that most university libraries use websites for showcasing e-resources. The commonly used social media for marketing e-resources is Facebook followed by Instagram while Twitter and Ask a Librarian are the least used. The results further show that only a few universities provide instructions on how to access and use e-resources. The findings indicate that universities had active communication platforms for marketing e-resources. Furthermore, less than 50% of marketing messages are active and current. It is recommended that marketing e-resources should be integrated into the library’s plans and strategies and this should be informed by library policies.
Research limitations/implications
Given that, this study involved Tanzanian public university libraries, it is possible that the findings do not represent the same situation in all academic university libraries in the nation.
Originality/value
This study assesses the effectiveness of online tools used to market e-resources in university libraries in Tanzania. It reveals the e-resources that are showcased online, the instructions provided on how to access the e-resources and the functionality of the marketing tools. Unlike the previous research, which primarily focused on evaluating the Web-based tools in university and college libraries, this study focused on public libraries in the country. The results will not only contribute to the theoretical and practical understanding of the functionality of the marketing tools but also provide actionable insights to decision-makers in libraries in marketing their e-resources.
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