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1 – 10 of over 106000Nancy Bouranta and Evangelos Psomas
Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices…
Abstract
Purpose
Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.
Design/methodology/approach
A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.
Findings
The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.
Originality/value
Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.
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Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.
Design/methodology/approach
This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.
Findings
The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.
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Daiane Scaraboto, Stefânia Ordovás de Almeida and João Pedro dos Santos Fleck
The purpose of this study is to explain how online brand communities work to support the denormalization of controversial (i.e. illegal yet normalized) gaming practices.
Abstract
Purpose
The purpose of this study is to explain how online brand communities work to support the denormalization of controversial (i.e. illegal yet normalized) gaming practices.
Design/methodology/approach
This qualitative study was characterized by long-term immersion in an online brand community for Brazilian Xbox gamers. The dataset includes online and offline interactions with community members, interviews, and online archival data.
Findings
This study shows how online brand community members promoted legal gaming in a market where piracy was prevalent. It demonstrates how community members worked to establish coherence; engaged in cognitive participation; developed collective action that extended beyond the community; and reflected on their own work.
Research limitations/implications
This study identifies online brand communities as a potential ally in combating controversial practices in online gaming; complements individual and behavioral approaches in explaining why consumers adopt controversial practices in online environments; and adds a normalization framework to the toolkit of Internet researchers.
Practical implications
This study identifies ways in which the potential of online brand communities can be leveraged to reduce consumer adherence to controversial gaming practices through denormalizing these and normalizing alternative practices that may be more desirable to companies and other stakeholders.
Originality/value
This long-term, qualitative study inspired by normalization process theory offers an innovative perspective on the online practices of consumers who engage with a brand in ways that create value for themselves and for the brand.
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In order to explore how informal pedagogical moments are being renegotiated by the technology woven into people's lives, this paper aims to focus on online communities as sites of…
Abstract
Purpose
In order to explore how informal pedagogical moments are being renegotiated by the technology woven into people's lives, this paper aims to focus on online communities as sites of learning; more specifically, the informal work‐related learning practices of self‐employed workers in these cyberspaces.
Design/methodology/approach
This paper draws on the notion of legitimate peripheral participation (LPP) from situated learning theory in order to examine the development of work‐learning practices online. Semi‐structured interviews were conducted with own‐account self‐employed workers (contractors and consultants who do not have staff) about their engagement in online communities for work learning.
Findings
Findings indicate that these self‐employed workers were learning work practices, the viability of doing particular work, how to participate in online communities for work learning, and how to participate in fluid knowledges. The significance of developing a work‐learning practice is emphasized, as is the impact of multiple and peripheral positionings across on‐ and offline spaces.
Research limitations/implications
Web technologies and shifting configurations of online collectives shake up notions of expertise, beliefs about who is able to produce, and consume information, and where one locates themselves, in order to build work‐learning practices. Multiple positioning across several online communities, and ways of participating that are peripheral, partial and part‐time warrant further examination.
Originality/value
The value of this paper is its exploration of how self‐employed workers develop an online work‐learning practice and the tensions that these practices bring. The paper also attempts to discuss the utility of LPP for contemporary learning practices.
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The purpose of this study is twofold: to examine the types of activity that nurses undertake on an online community of practice (APN‐l) as well as the types of knowledge that…
Abstract
Purpose
The purpose of this study is twofold: to examine the types of activity that nurses undertake on an online community of practice (APN‐l) as well as the types of knowledge that nurses share with one another; and to examine the factors that sustain knowledge sharing among the nurses from their local perspectives.
Design/methodology/approach
An in‐depth case study with mixed methods was adopted to obtain rich and naturalistic data including online observations of the messages posted in APN‐l, interviews with 27 members of APN‐l, and content analysis of online messages.
Findings
The most common type of activity performed by members of APN‐l was “Knowledge sharing,” followed by “Solicitation.” Regarding the types of knowledge shared, the most common were “Institutional practice” and “Personal opinion.” The factors that have helped sustain knowledge sharing within the online community of practice include: a self‐selection; validation of one's practice with others who share a similar working situation; a need to gain better understanding of current knowledge and best practices in the field; a non‐competitive environment; the asynchronous nature of the online communication medium; and the role of the listserv moderator.
Originality/value
This study contributes to the growing knowledge base of communities of practice that span organizational boundary. Administrators can use the coding schema developed in this study to gauge current activities of existing online communities of practice. Additionally, they can use the six factors to sustain knowledge sharing community for fostering new/existing online communities of practice.
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Perry Heymann, Ellen Bastiaens, Anne Jansen, Peter van Rosmalen and Simon Beausaert
In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning…
Abstract
Purpose
In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences.
Design/methodology/approach
When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice.
Findings
This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action.
Research limitations/implications
Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences.
Practical implications
The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences.
Originality/value
This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.
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Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.
Findings
The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
Details
Keywords
Krithika Randhawa, Emmanuel Josserand, Jochen Schweitzer and Danielle Logue
This research paper aims to examine how open innovation (OI) intermediaries facilitate knowledge collaboration between organizations and online user communities. Drawing on a…
Abstract
Purpose
This research paper aims to examine how open innovation (OI) intermediaries facilitate knowledge collaboration between organizations and online user communities. Drawing on a Community of Practice (CoP) perspective on knowledge, the study lays out a framework of the knowledge boundary management mechanisms (and associated practices) that intermediaries deploy in enabling client organizations to engage in online community-based OI.
Design/methodology/approach
This research is based on an exploratory case study of an OI intermediary and 18 client organizations that engage with online user communities on the intermediary’s platform. Results incorporate both the intermediary and clients’ perspective, based on analysis of intermediary and client interviews, clients’ online community projects and other archival data.
Findings
Results reveal that OI intermediaries deploy three knowledge boundary management mechanisms – syntactic, semantic and pragmatic – each underpinned by a set of practices. Together, these mechanisms enable knowledge transfer, translation and transformation, respectively, and thus lead to cumulatively richer knowledge collaboration outcomes at the organization–community boundary. The findings show that the pragmatic mechanism reinforces both semantic and syntactic mechanisms, and is hence the most critical to achieving effective knowledge collaboration in community-based OI settings.
Practical implications
The findings suggest that OI intermediaries have to implement all three boundary management mechanisms to successfully enable knowledge collaboration for community-based OI. More specifically, intermediaries need to expand their focus beyond the development of digital platforms, to include nuanced efforts at building organizational commitment to community engagement.
Originality/value
Drawing on the CoP view, this study integrates the knowledge management literature into the OI literature to conceptualize the role of OI intermediaries in shaping knowledge collaboration between organizations and communities. In engaging with the interactive nature of knowledge exchange in such multi-actor settings, this research extends the firm-centric theorization of knowledge that currently dominates the existing OI research.
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The concept of innovation should not be reduced to its technological dimension but encompasses the whole context of its deployment and implementation. Regardless of technology, an…
Abstract
The concept of innovation should not be reduced to its technological dimension but encompasses the whole context of its deployment and implementation. Regardless of technology, an innovation may be successful or not depending on how well its implementation suits each single context. In the case of education, this consists, to a sizeable extent, in a communicational and interpersonal context. The hypothesis of this piece is that maintaining optimal communication between participants is a key factor of success of new online teaching methods. Given that in this regard, there are similarities between negotiating practice and teaching practice, it is worth examining whether good practices developed in online international negotiation are transferable to online teaching. The chapter identifies a number of practices from online negotiation that perform well in online teaching. It focuses on communicational aspects, mutual understanding (monitoring and optimization of understanding), motivation to listen, attention, active participation, and non-verbal communication. Online teaching and online negotiation share another common feature: some unresolved challenges are common to both disciplines. This should also be taken into account when migrating educational programmes online. The research is informed by the author's first-hand experience from practice in both international diplomatic negotiation and academic teaching.
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The purpose of this paper is to investigate to which extent the concept of communities of practice (CoPs) can be applied to online communities and to explore how organizations can…
Abstract
Purpose
The purpose of this paper is to investigate to which extent the concept of communities of practice (CoPs) can be applied to online communities and to explore how organizations can better utilize online social structures for their knowledge management practice.
Design/methodology/approach
A case study was used to examine an online community with the practice‐and‐identity framework that characterizes conventional CoPs. Qualitative data analysis was conducted primarily on 7,853 messages downloaded from the online community during a six week period.
Findings
The results showed how an online community could manifest the practice and identity characteristics of conventional CoPs as community members actively engaged in their shared practice and identity development while pursuing a joint enterprise. Research limitations/implications – The study was conducted in a single Chinese online community on traveling, which may limit the generalizability of the findings.
Practical implications
This study suggested how organizations can nurture online CoPs. In addition, a hierarchical model was proposed to help organizations identify the appropriate online social structure for their knowledge management purposes. Originality/value – This study empirically verified that CoPs can emerge from online communities and demonstrated that the concept of CoPs can be used to guide knowledge sharing and knowledge creation in online environments.
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