15,718 results
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2. Chinese Character Composition Game with the Augment Paper
- Author
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Wen, Yun
- Abstract
This paper discusses the design of a digital Chinese character composition game with the paper-interface named as ARC (Augmented Reality-based Chinese Characters) and its implementation in a Singapore primary school. The ARC game is designed to help beginning Chinese as second language (L2) learners to develop Chinese orthographic knowledge and improve quality of collaboration. Underlying sociocultural perspectives of learning, it seeks to enable learners to complete the game collaboratively in classrooms, and in this process to build a deep understanding of linguistic knowledge in solving in-situ language-related problems that emerge in language use. The results of a quasi-experiment indicate that ARC is an effective system for improving Chinese character learning performance and collaborative learning quality. It suggests that the augmented paper, enabling natural interactions, allow more and potentially young students to engage with educational content and collaboration. The problematizing scaffold should be embedded in the game design to elicit more opportunities for collaborative dialogue.
- Published
- 2018
3. Teaching Engineering Design Through Paper Rockets
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Welling, Jonathan and Wright, Geoffrey A.
- Abstract
The paper rocket activity described in this article effectively teaches the engineering design process (EDP) by engaging students in a problem-based learning activity that encourages iterative design. For example, the first rockets the students build typically only fly between 30 and 100 feet. As students test and evaluate their rocket designs, they iteratively design improved rockets that will fly over 200 feet. The secret of success is simply the EDP: investigating the weaknesses of a rocket, designing and building a new prototype, evaluating its success, and collaborating and using conclusions to iteratively build additional and more successful rockets.
- Published
- 2018
4. Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned
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Kok, Illasha, Beter, Petra, and Esterhuizen, Hennie
- Abstract
Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based learning towards using tablets within a blended learning environment. Purposive sampling was applied. 45 (N) participants were included, each receiving a preloaded tablet (15 running on iOS, 15 on Android 4.2.2 Jelly Bean and 15 on Windows® 8 operating systems), being WiFi-dependent, integrated into a supportive learning network. Participants completed eleven compulsory Internet-based activities. Three reflective focus groups with 18 (n) participants concluded the project. Through self-empowerment and supportive environment, students adopted seamlessly, overcame network and resource-related challenges. Valuable lessons were learned within the digital divide, integrate tablets into distance learning from a resilient and pragmatic approach.
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- 2018
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5. Evaluation of Performance and Perceptions of Electronic vs. Paper Multiple-Choice Exams
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Washburn, Shannon, Herman, James, and Stewart, Randolph
- Abstract
In the veterinary professional curriculum, methods of examination in many courses are transitioning from the traditional paper-based exams to electronic-based exams. Therefore, a controlled trial to evaluate the impact of testing methodology on examination performance in a veterinary physiology course was designed and implemented. Formalized surveys and focus group discussions were also used to determine student attitudes toward the examination formats. In total, 134 first-year veterinary students and 11 PhD/MS students were administered a total of 4 exams throughout 1 semester (2 on paper and 2 electronically) using a split-halves design. The paper (P) and electronic (E) exams contained 25 identical multiple-choice questions. Students were randomly assigned to two groups and were given exams in one of two sequences (E-P-E-P or P-E-P-E). Participants consented to and completed two anonymous surveys vis à vis their experience. Out of a maximum raw score of 25, the mean score for electronic examinations (20.8; 95% confidence interval, 20.3-21.2) was significantly (P = 0.01) greater than that for paper examinations (20.3; 95% confidence interval, 20.0-20.7). However, students expressed numerous concerns with the electronic examination format, and, at the completion of the study, 87% preferred to take their examination on paper rather than the electronic format. These data show that student attitudes concerning the examination format are not primarily determined by examination results, and that the additional anxiety related to the electronic examination format plays a large role in student attitudes.
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- 2017
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6. 'I'm killing myself, but I'm saving the planet': rolling tobacco smokers' perceptions of rolling papers.
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Moodie, Crawford and O'Donnell, Rachel
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SMOKING & psychology ,USER-centered system design ,FOCUS groups ,CONSUMER attitudes ,SURVEYS ,DESCRIPTIVE statistics ,SMELL ,TOBACCO products ,TASTE - Published
- 2022
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7. The co‐design of an online support programme with and for informal carers of people with heart failure: A methodological paper.
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Allemann, Hanna, Andréasson, Frida, Hanson, Elizabeth, Magnusson, Lennart, Jaarsma, Tiny, Thylén, Ingela, and Strömberg, Anna
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SERVICES for caregivers , *CAREGIVER attitudes , *RESEARCH , *FOCUS groups , *INTERNET , *MEDICAL care , *INTERVIEWING , *HUMAN services programs , *PSYCHOLOGY of caregivers , *RESEARCH funding , *NEEDS assessment , *CONTENT analysis , *HEART failure , *INFORMATION technology - Abstract
Aim: To describe the co‐designing process of an online support programme with and for informal carers of people with heart failure. Design: A co‐design process built on core concepts and ideas embedded in co‐design methodology. Data sources: Our co‐design process included three phases involving 32 informal caregivers and 25 content creators; (1) Identification of topics and content through literature searches, focus group interviews and user group sessions; (2) Development of the online support programme and; (3) Refinement and finalization which included testing a paper prototype followed by testing the online version and testing and approval of the final version of the support programme. Outcomes: The co‐design process resulted in a support programme consisting of 15 different modules relevant to informal carers, delivered on a National Health Portal. Conclusion: Co‐design is an explorative process where researchers need to balance a range of potentially conflicting factors and to ensure that the end users are genuinely included in the process. Relevance to clinical practice: Emphasizing equal involvement of end users (e.g. carers or patients) in the design and development of healthcare interventions aligns with contemporary ideas of person‐centred care and provides a valuable learning opportunity for those involved. Furthermore, a co‐designed online support programme has the capacity to be both accessible and meet end users' information and support needs, thereby optimizing their self‐care abilities. Additionally, an online support programme provides the opportunity to address current challenges regarding scarce resources and the lack of healthcare personnel. Reporting methods: Consolidated criteria for reporting qualitative research (COREQ). Patient or public contribution: Both informal carers and content creators were involved in developing the support programme. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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8. Sustainable Paper-Based Packaging: A Consumer’s Perspective
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Omobolanle O. Oloyede and Stella Lignou
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paper-based packaging ,consumers ,focus groups ,sustainability ,environmentally friendly ,Chemical technology ,TP1-1185 - Abstract
Over the last two decades, there has been growing interest from all stakeholders (government, manufacturers, and consumers) to make packaging more sustainable. Paper is considered one of the most environmentally friendly materials available. A qualitative study investigating consumers’ expectations and opinions of sustainable paper-based packaging materials was conducted where 60 participants took part in focus group sessions organized in two stages. In the first stage, participants expressed their opinions about currently available packages in the market and their expectations about a sustainable packaging material. In the second stage of the study, they evaluated five paper-based prototype packages for two product categories (biscuits and meat). Too much plastic and over-packaging were the key issues raised for current packages. Price and quality were the main driving forces for consumers’ purchase intent. While participants were impressed by the sustainable nature of the prototypes, the design did not necessarily meet their expectations, and they were not willing to pay more for a sustainable package. The key message that emerged from the discussions was the “3Rs”—Reduce, Reuse, and Recycle”—which should be the main points to consider when designing a sustainable packaging.
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- 2021
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9. The Role of 21st Century Skills in Two Rural Regional Areas of Public Education
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Fox, Sean B. and McDermott, Carrie L.
- Abstract
Budgetary shortfalls and excessive layoffs have left public schools with a deficiency of professional innovation as well as modern theory and practice. It is imperative that educators identify the exemplary school systems that are engaging students and adults in 21st century education, and broadcast those patterns of success to schools in need of reform. These researchers presented comparative, qualitative case studies on engagement in work in two regional areas in Suffolk County, New York. The purpose of these studies was to investigate how school systems and educators engage students and adults in 21st century education.
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- 2015
10. Guidelines for Lifelong Education Management to Mobilize Learning Community
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Charungkaittikul, Suwithida
- Abstract
This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.
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- 2018
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11. The Nested Systems of Local School Development: Understanding Improved Interaction and Capacities in the Different Sub-Systems of Schools
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Adolfsson, Carl-Henrik and Alvunger, Daniel
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In school systems around the world, there is an increasing focus on students' academic achievement. The challenge of how to improve schools is an important issue for all levels in the school system. However, a central question of both practical and theoretical relevance is how it is possible to understand why (or why not) school-development efforts are successful. The purpose of this article is to explore the ecology of local school development through the case of a medium-sized municipality in Sweden, based on empirical data from two follow-up research projects. The analytical framework draws from organisational theory and new institutional theory, where focus is directed towards how different sub-systems of the school organisation interact with and respond to aspects of development work and the implications for outcomes of school-development initiatives. Findings show that great investment of resources from the central level in the local school organisation necessarily does not lead to changes in teaching practice. School-development initiatives are unlikely to be successful unless they engage and re-couple the involved sub-systems. Finally, we discuss how the introduction of Expert Teachers as a new sub-system has the ability to work as a link between other sub-systems and to promote school development.
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- 2017
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12. Strategic Management and Innovation: A Checklist for Readiness Evaluation of AACSB Standards
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Kundu, Goutam Kumar and Bairi, Jayachandra
- Abstract
Purpose: The purpose of this paper is to introduce the concept of a checklist, focusing on the detailed analysis of the requirement of the Association to Advance Collegiate Schools of Business (AACSB) standards related to strategic management and innovation area, for evaluation of implementation readiness in a business school setting. Design/methodology/approach: The paper presents an articulated procedure for the development of the checklist. The study adopted a multi-method approach for developing the final content for the checklist. Findings: The introduction of the checklist has provided a systemic approach to process design and evaluation of readiness of a business school for AACSB accreditation related to strategic management and innovation area. The checklist was developed and applied over the course of systematic reviews in a business school setting. Research limitations/implications: The present study has developed the checklist comprising the requirements of the standards related to strategic management and innovation area only. In the near future, the authors intend to develop checklists for the remaining areas of AACSB standards. Originality/value: The present work attempts to develop a comprehensive checklist comprising the requirements of the standards related to strategic management and innovation area. Academic institutions can benefit from the checklist whether they are planning to implement AACSB standards for accreditation or are interested in changing their current processes following AACSB standards.
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- 2016
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13. Participation and satisfaction with thee-learning course “Mental health promotion in school health care”: a mixed-method study
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Putkuri, Tiina, Sarvasmaa, Anna S., Lahti, Mari, Laaksonen, Camilla, and Axelin, Anna
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- 2024
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14. Reflections and practices of citing papers in health care science -a focus group study.
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Forsyth Herling, Suzanne, Frydenlund Jespersen, Karin, and Merete Møller, Ann
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PUBLISHING ,PROFESSIONAL practice ,MANUSCRIPTS ,FOCUS groups ,MOTIVATION (Psychology) ,POPULATION geography ,EVIDENCE-based medicine ,CITATION analysis ,RESEARCH ethics ,NURSES ,QUALITY assurance ,OPEN access publishing ,PHYSICIANS ,PERIODICAL articles ,REFLECTION (Philosophy) ,AUTHORSHIP ,IMPACT factor (Citation analysis) - Abstract
Background: Being cited is increasingly important for the careers of nurses and other professions involved in health care research as well as for funders and journals. There is an increasing awareness that the act of citing may lack objectivity and produce bias. Citation bias is the tendency to cite positive over negative or null results, which is most pronounced where there are multiple articles to choose from. Biased citations may lead to the perception that an intervention is effective when it is not, and it may lead to overesti mation of effect sizes in systematic reviews. The aim was to explore motivations and reflections on the choices of sources when nurses and other health care professionals are writing manuscripts and to explore the underlying factors impacting the choices of sources and their opinions of citation bias in health science. Findings: We conducted six one-hour focus group interviews with 24 nurses, physicians and other health care researchers from a mix of clinical specialties. Data was analyzed using systematic text condensation. We conducted member check with the analysis as participants were asked to comment on preliminary findings. We found four themes: Researcher's integrity, Operating in a minefield, The cycle of supervision and Hands on working with references. Researchers reflected that they had received little instruction on how to work with references initially. They wished to cite appropriately but were predominately driven by the overarching aim of getting published. Factors influencing the selection of references could be placed in five different topics of quality assessment: impact factor, design, accessibility, geography and language. Being peer-reviewed or indexed in well-known databases was not presumed to guarantee quality and some researchers were also critical towards open access publications. Citing was used strategically to boost the career of oneself or others and specifically to enhance the authority of the paper. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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15. 'Paper care not patient care': Nurse and patient experiences of comprehensive risk assessment and care plan documentation in hospital.
- Author
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Paterson, Catherine, Roberts, Cara, and Bail, Kasia
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HOSPITALS , *CAREGIVER attitudes , *NURSES' attitudes , *REHABILITATION centers , *FOCUS groups , *RESEARCH methodology , *PATIENT-centered care , *TERTIARY care , *INTERVIEWING , *PATIENT satisfaction , *PATIENTS' attitudes , *RISK assessment , *DOCUMENTATION , *QUALITATIVE research , *WORKFLOW , *SOUND recordings , *ORGANIZATIONAL effectiveness , *HEALTH care teams , *QUALITY assurance , *COMMUNICATION , *THEMATIC analysis , *DECISION making in clinical medicine , *CORPORATE culture - Abstract
Aims and Objectives: To explore organisation‐wide experiences of person‐centred care and risk assessment practices using existing healthcare organisation documentation. Background: There is increasing emphasis on multidimensional risk assessments during hospital admission. However, little is known about how nurses use multidimensional assessment documentation in clinical practice to address preventable harms and optimise person‐centred care. Design: A qualitative descriptive study reported according to COREQ. Methods: Metropolitan tertiary hospital and rehabilitation hospital servicing a population of 550,000. A sample of 111 participants (12 patients, 4 family members/carers, 94 nurses and 1 allied health professional) from a range of wards/clinical locations. Semi‐structured interviews and focus groups were conducted at two time points. The audio recording was transcribed, and an inductive thematic analysis was used to provide insight from multiple perspectives. Results: Three main themes emerged: (1) 'What works well in practice' included: efficiency in the structure of the documentation; the Introduction, Situation, Background Assessment, Recommendation (ISBAR) framework and prompting for clinical decision‐making were valued by nurses; and direct patient care is always prioritised. (2) 'What does not work well in practice': obtaining the patient's signature on daily care plans; multidisciplinary (MDT) involvement; duplication of paperwork and person‐centred goals are not well‐captured in care plan documentation. (3) 'Experience of care'; satisfaction of person‐centred care; communication in the MDT was important, but sometimes insufficient; patients had variable involvement in their daily care plan; and inadequate integration of care between MDT team which negatively impacted patients. Conclusions: Efficient and streamlined documentation systems should herald feedback from nurses to address their clinical workflow needs and can support, and capture, their decision‐making that enables partnership with patients to improve the individualisation of care provision. Relevance to clinical practice: The integration of effective MDT involvement in clinical documentation was problematic and resulted in unmet supportive care from the patient's perspective. [ABSTRACT FROM AUTHOR]
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- 2023
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16. Managing Teacher Leave and Absence in South African Rural Schools: Implications for Supporting Schools in Contexts of Multiple-Deprivation
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Moletsane, Relebohile, Juan, Andrea, Prinsloo, Cas, and Reddy, Vijay
- Abstract
Research increasingly points to the negative impacts of teacher absence from school on access to schooling and success in learning in schools, in particular in schools in areas of multiple-deprivation (including rural schools). South African schools are no exception. In this regard, like any other employer, the South African Department of Basic Education has a set of policies that govern teachers' conditions of service. Among others, these include policies that govern leave and absence from school. While the policies are meant to enhance teachers' conditions of service, they are also aimed at safeguarding the rights of learners to quality education by ensuring that teachers remain on task, and that teaching and learning is not interrupted. Using Lipsky's theory of discretion, this paper takes the view that as street-level bureaucrats, principals use their discretionary power to manage teacher leave and absence from school, and that the strategies they employ are informed by their understandings and conceptualisations of policy. The paper reports on a study undertaken to explore teacher leave in South African schools. In particular, it critically examines principals' use of their discretionary powers to make decisions about teacher leave-taking, and the coping mechanisms they use to manage teacher absence and to safeguard the rights of learners to quality education.
- Published
- 2015
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17. Australian midwifery student's perceptions of the benefits and challenges associated with completing a portfolio of evidence for initial registration: Paper based and ePortfolios.
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Gray, Michelle, Downer, Terri, and Capper, Tanya
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CONTENT analysis ,EXPERIENCE ,EXPERIMENTAL design ,FOCUS groups ,HEALTH occupations students ,INTERVIEWING ,RECORDING & registration ,RESEARCH methodology ,MIDWIVES ,RESEARCH funding ,STUDENTS ,STUDENT attitudes ,MIDWIFERY ,EMPLOYMENT portfolios ,THEMATIC analysis - Abstract
Portfolios are used in midwifery education to provide students with a central place to store their accumulative evidence of clinical experience for initial registration in Australia. Portfolio formats can be paper-based or electronic. Anecdotal discussion between midwifery students in Queensland debated the best format to document the requirements for the Australian Nursing and Midwifery Accreditation Council (ANMAC) standard 8.11. Midwifery students using paper-based portfolios envisioned that an ePortfolio would be streamline, simple, safe to use, and able to be used anywhere with WIFI, while some students using an ePortfolio expressed a desire to have a paper-based portfolio as a hard copy. This situation called for evidence of a comparison to resolve the debate. The aim of this study was to investigate midwifery students' experiences of the benefits and challenges between paper-based and ePortfolios when compiling evidence to meet the requirements for initial registration as a midwife in Australia (ANMAC, 2014). • Each type of portfolio had challenges and benefits. • Portfolio completion is time consuming, and stressful due to the need for verification of evidence. • Students require early and regular feedback on portfolio development. • National standards are required for consistency in documentation across universities. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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18. Designing Continuing Professional Development MOOCs to Promote the Adoption of OER and OEP
- Author
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Karunanayaka, Shironica P., Naidu, Som, Rajendra, J. C. N., and Ariadurai, S. A.
- Abstract
There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a 'disruptive innovation' in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL) approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, "How best to design effective MOOCs on OER and OEP for continuing professional development of practitioners?" [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
- Published
- 2018
19. Natural gas rents and institutions as co-growth drivers: evidence from Gas Exporting Countries Forum with a panel 2SLS approach
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Ajayi, Temitope Abraham
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- 2024
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20. From a CV to an ePortfolio: An Exploration of Adult Learner's Perception of the ePortfolio as a Jobseeking Tool
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Kilroy, John
- Abstract
ePortfolios are emerging as an alternative to the paper based CV in the employment recruitment process. This paper reports on the findings of research project that was designed to explore the perceptions of adult jobseekers on the use of an ePortfolio as a jobseeking tool. The research project utilised a qualitative exploratory case study to investigate the jobseekers perceptions over the course of a six week online ePortfolio development programme. The perceptions of jobseekers were investigated in the context of three questions; what was the learner's perception of the ePortfolio as a potential job seeking tool, what was the learner's perception of the ePortfolio development programme and what was the learner's perception of the ePortfolio system. Data was collected through structured online questionnaire, virtual focus groups and observations from the researcher during the programme. The research findings were discussed in the context of a number of themes that emerged from previous research including the importance of a programmatic approach to ePortfolio development, the challenges with institutional ePortfolio systems and the barriers to the use of an ePortfolio as a jobseeking tool. The research project built on a number of existing research themes while also positioning new concepts such as the role of eMentoring and gamification design principles in ePortfolio development. [For the complete proceedings, see ED579335.]
- Published
- 2017
21. Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners
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Sibanyoni, Nhlanhla A. and Alexander, Patricia M.
- Abstract
Good study behaviour after school hours is an important way of improving learners' chances of success. Learners, once they reach high school, particularly require support that will assist them to study effectively outside the classroom. South African schools are under pressure to improve results in mathematics but besides the homework that schools set, it is difficult for them to motivate the learner to do any additional study of mathematics after school. This suggests that schools could take advantage of technology to create good study behaviour by introducing mobile phones as a persuasive technology. The ubiquity of mobile phones has raised interest in their usage as educational tools and how best to leverage them both during school hours and outside the classroom. However, research in mobile learning argues that mobile phones might enhance learning but might easily distract learners unless there is some control and structure. This paper is based on preliminary research done for a PhD thesis and does not include all the results of the data already collected. The paper conceptualises the first phase of research to assess a specific initiative incorporating the LevelUp application to motivate good studying behaviour outside the classroom for grade 11 learners studying mathematics using their mobile phones or tablets. [For the complete proceedings, see ED579190.]
- Published
- 2017
22. Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration
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Yilmaz, Ozkan
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"Learner centered" term points out environments that attention to the learners brings to the educational setting. This term includes teaching practices: effort to uncover what learners think in a specific problem on hand, talking about their misconceptions and, giving them situations to readjust their ideas. In Learner centered classrooms, teachers assess different student for feedback and revision. The two major, summative and formative, assessment reveal individual students? progress continually. Teachers, in many classrooms, provide feedbacks to students are relatively rare. Feedback is most effective in learning when students have the opportunity to use it to readjust their thinking. Technology integration, a part of learner centered classroom, is support to providing feedback in effective way. This paper explores the design of learner centered classroom in relation to the interactive technology integration which is based on using mobile technology to provide effective feedback in learning environment. Higher education students used mobile interactive technology with teacher, one term, in misconception in science course. Qualitative research design was used in this research. Focus group interview method was used to get data collecting. The study findings show that mobile technology supports feedback effectively and promote student engagement in the classroom. [This paper was presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST), May 19-22, 2016, Bodrum-TURKEY.]
- Published
- 2017
23. Learner Dashboards a Double-Edged Sword? Students' Sense-Making of a Collaborative Critical Reading and Learning Analytics Environment for Fostering 21st-Century Literacies
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Pei-Ling Tan, Jennifer, Koh, Elizabeth, Jonathan, Christin, and Yang, Simon
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The affordances of learning analytics (LA) tools and solutions are being increasingly harnessed for enhancing 21st century pedagogical and learning strategies and outcomes. However, use cases and empirical understandings of students' experiences with LA tools and environments aimed at fostering 21st century literacies, especially in the K-12 schooling sector and in Asian education contexts remain relatively scarce in the field. Our paper addresses this knowledge gap in two ways. First, we present a first iteration design of a computer-supported collaborative critical reading and LA environment, WiREAD, and its 16-week implementation in a Singapore high school. Second, we foreground students' evaluative accounts of the benefits and drawbacks associated with this techno-pedagogical innovation. Our analysis of students' collective sense-making pointed to a number of potentialities and perils associated with the design and use of LA dashboards. Positives included (1) fostering greater self-awareness, reflective and self-regulatory learning dispositions, (2) enhancing learning motivation and engagement, and (3) nurturing connective literacy among students. The motivational value of peer-referenced LA visualisations for stimulating healthy competition and game-like learning was identified, alongside the perils of these serving to demoralise, pressurise and trigger complacency in learners. By focusing on students' experiences and interpretations of how the LA dashboard visualizations impacted their learning motivation and outcomes, this paper aims to shed insights into the pedagogical complexities of designing LA that considers the voices of learners as a critical stakeholder group. [Paper presented at the LAK '16--International Conference on Learning Analytics and Knowledge (6th, Edinburgh, United Kingdom, April 25-29, 2016).]
- Published
- 2017
24. 'Complicando Algo Tan Sencillo': Bridging Mathematical Understanding of Latino Immigrant Parents
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Colegrove, Kiyomi Sánchez-Suzuki and Krause, Gladys
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The purpose of this paper is to demonstrate the mathematical understanding of Latino immigrant parents in curricular and pedagogical practices in elementary school. The paper seeks to counter widely spread deficit discourses about the parental involvement of Latinos in education. Using data from the Agency and Young Children project, a video-cued ethnographic study (Tobin, Wu, & Davidson, 1989; Tobin, Hsueh, Karasawa, 2009; Tobin, Arzubiaga, & Adair, 2013), we highlight aspects from home that schools can use as resources to build a bridge that supports children's mathematical understanding. [For the complete proceedings, see ED583608.]
- Published
- 2016
25. Frailty: perceptions of occupational therapists in Ireland
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Griffin, Niamh, O’Sullivan, Leah, and Usher, Ruth
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- 2024
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26. Young peoples’ environmentally sustainable tourism attitude and responsible behavioral intention
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Schönherr, Sarah and Pikkemaat, Birgit
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- 2024
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27. Social media and disaster management: investigating challenges and enablers
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Singla, Annie and Agrawal, Rajat
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- 2024
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28. Task-sharing and piloting WHO group interpersonal psychotherapy (IPT-G) for adolescent mothers living with HIV in Nairobi primary health care centers: a process paper.
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Yator, Obadia, Kagoya, Martha, Khasakhala, Lincoln, John-Stewart, Grace, and Kumar, Manasi
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HIV infections , *HIV-positive persons , *INTERPERSONAL psychotherapy , *FOCUS groups , *INTERVIEWING , *PRIMARY health care , *GROUP psychotherapy , *VERTICAL transmission (Communicable diseases) - Abstract
This paper describes a sustainable structure to deliver the World Health Organization (WHO) endorsed group Interpersonal Psychotherapy (IPT-G) for Postpartum Adolescent (PPA) mothers living with HIV in Nairobi. It documents the process of mobilizing, training, and engaging Community Health Workers (CHWs) and Key Informants (health facility staff) involved in the Prevention of Mother-To-Child Transmission (PMTCT) in two Primary Health Care (PHC) facilities from informal settlements of Nairobi County. Mainly reporting experiences from the training process utilizing focused group discussions and in-depth interviews involving participants, IPT-G therapists and supervisors we present process findings and acceptability of our IPT-G implementation. [ABSTRACT FROM AUTHOR]
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- 2021
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29. Planning for Participants' Varying Needs and Abilities in Qualitative Research
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Daryl McPadden, Vashti Sawtelle, Erin M. Scanlon, Jacquelyn J. Chini, Harsna Chahal, Regan Levy, and Alex Reynolds
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All people vary in their needs and abilities; however, typical research practices do not consider these variations, which likely impacts who participates in research studies. Additionally, few PER studies have investigated aspects of disability or reported disability identity. Combined, this means that PER researchers typically do not seek out the experiences of disabled people and disabled people might not have access to participate in research studies. In this paper, we demonstrate how a research team can use principles from Universal Design for Learning and the Variation Planning Tool to anticipate expectations of ability and create flexible options in a qualitative research study. We then demonstrate how different interview structures can impact disabled participants through a case study with three participants, all of whom self-identified as students with attention deficit-hyperactivity disorder. Finally, we conclude with implications and suggestions for researchers in planning their study designs. It is critical that, as physics education researchers, we anticipate, welcome, and support disabled participants in our research, particularly as interviews are a prevalent method in the field. Through the example presented in this paper, we hope to encourage researchers to examine their own methods through the lens of accessibility and to offer alternative formats in their research design as a means to combat ableism and to provide access to all research participants. [This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.]
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- 2023
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30. Learning Languages in 3D Worlds with Machinima
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Schneider, Christel
- Abstract
This paper, based on the findings of the EU funded CAMELOT project (2013-2015), explores the added value of Machinima (videos produced in 3D virtual environments) in language learning. The project research evaluated all stages, from developing to field testing Machinima. To achieve the best outcome, mixed methods were used for the research, including quantitative and qualitative techniques of data collection, such as questionnaires, interviews and focus group discussions. The data were provided by teachers and learners using Machinima in their classroom, as well as by learners participating in web based language courses of which all results were well documented in the form of case studies. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
31. Telecollaborative Games for Youngsters: Impact on Motivation
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Jauregi, Kristi
- Abstract
The present paper describes a case study on the effects of telecollaborative games on learners' motivation. 12 learners from a Dutch and a British secondary school participated in the study. Different games, which included gamification elements, were developed on OpenSim. The overall educational goals of the games were to enhance cultural awareness and intercultural communication of German as a foreign language. Three different cross-cultural groups played the telecollaborative games in two different sessions. Data from pre- and post-surveys were gathered for measuring the impact of telecollaborative games on learners' motivation. At the end of the game sessions, focus group discussions were organised for evaluating the experience. The results indicate that telecollaborative games have a positive impact on learners' motivation. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
32. Urban Explorations for Language Learning: A Gamified Approach to Teaching Italian in a University Context
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Charitonos, Koula, Morini, Luca, Arnab, Sylvester, Cervi-Wilson, Tiziana, and Brick, Billy
- Abstract
The recent technological developments and widespread use of mobile technologies challenge traditional knowledge and skills, with language learning increasingly taking place beyond the language classroom in learners' own environments. The paper presents the ImparApp study that focuses on a pervasive and gamified approach to language teaching and learning. The study investigated language learning with mobile devices as an approach to augmenting language learning by taking learning outside the classroom into the real-world context. The paper reports on the design, development and testing of an introductory Italian Language Learning game, i.e. ImparApp, that is developed with the use of MIT's TaleBlazer authoring tool. Preliminary findings of the pre-pilot of the game prototype are drawing on data collected through participant observation of a play-test session followed by a focus group interview. The paper contributes to the field of mobile-assisted language learning with insights on pervasive and gamified approaches to teaching and learning a foreign language. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
33. Exploring Telecollaboration through the Lens of University Students: A Spanish-Cypriot Telecollaborative Exchange
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Nicolaou, Anna and Sevilla-Pavón, Ana
- Abstract
This paper examines university students' views about a Cypriot-Spanish telecollaboration project through which participants used Google+ Communities for intercultural exchange over the course of one semester. The project was established through the UNICollaboration platform and it involved first-year students at the Cyprus University of Technology (CUT) and the University of Valencia (UV). The telecollaboration tasks and activities were embedded in the students' English for Specific Purposes modules. The project aimed at developing students' cultural awareness and competence learning, as well as at enhancing their motivation to learn English at university level. This paper outlines the pedagogical goals of the project, the design of tasks, the communication modes, the digital tools used for interaction and task completion, and the targeted competences. Using qualitative data through focus groups interviews with the students who participated in the project, the paper aims at exploring telecollaboration from the student experience perspective, demonstrating the benefits and challenges of online intercultural exchanges. [For the complete volume, see ED571330.]
- Published
- 2016
34. Atolls, Islands, and Archipelagos: The California OER Council and the New Landscape for Open Education in California
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Hanley, Lawrence Francis and Bonilla, Diego
- Abstract
California's three public higher education systems (University of California, California State University, the California Community College System) enroll nearly 3 million undergraduate students and employ almost 100 thousand faculty. In 2012, the California State Legislature directed the three systems to create an online library of open educational resources to encourage the use of free or affordable textbooks and other materials throughout California's public higher education system. Composed of faculty representatives from each of the three systems, the California Open Educational Resources Council (CAOERC) was formed and charged in January, 2014, with collecting, peer-reviewing, helping to curate, publicizing, and cultivating the adoption of these open educational resources. As we end the first phase of this massive effort, our paper will: 1) outline what we've learned about scale and collaboration among California's three distinct higher education systems; 2) present the results of CAOERC's ongoing research (via surveys and focus groups) about open textbook use and adoption; 3) briefly discuss issues of OER sustainability in the context of cooperation among state, university, and non-profit sectors. [This paper was presented at the "Open Education Consortium Global Conference," Krakow, Poland, April 12-14, 2016.]
- Published
- 2016
35. Stepping beyond Transcripts: A Framework for Analyzing Interaction in Focus Groups
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Helen P. Nicholson and Philip J. Shrives
- Abstract
Interaction is a much-claimed attribute of focus group research yet is often deficient in analysis when its essence can become lost. In this paper we aim to develop a flexible framework that can be operationalized and replicated when attempting to encourage and capture interaction. Working as outsider researchers with John Lewis & Partners (the UK's largest employee-owned business, with 80,000 employees known as 'Partners'), we conducted eight focus groups asking 18 questions about the company's giving activities and associated decision making. Using the transcriptions, we analyzed interaction through a taxonomy of questions, laughs, and pauses, identified as the features of both interaction, and sequential interaction. Employing a two-stage approach for encouraging, capturing, and evidencing interaction, we developed an exploratory framework. Through a transparent audit trail, we reduced the data to points of impact. We propose that these present a meaningful starting position for the theorizing iteration of the data.
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- 2024
- Full Text
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36. Design science research with focus groups – a pragmatic meta-model
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Henriques, Telmo Antonio and O’Neill, Henrique
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- 2023
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37. Advertising to Gen-Z college students with memes? A focus group study
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Vardeman, Christopher
- Published
- 2024
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38. Perceptions and determinants of adopting sustainable eating behaviours among university students in Canada: a qualitative study using focus group discussions
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Mollaei, Sadaf, Minaker, Leia M., Lynes, Jennifer K., and Dias, Goretty M.
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- 2023
- Full Text
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39. “So how do we balance all of these needs?”: how the concept of AI technology impacts digital archival expertise
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Cushing, Amber L. and Osti, Giulia
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- 2023
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40. Learning about Language Learning on a MOOC: How Massive, Open, Online and 'Course'?
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Orsini-Jones, Marina, Pibworth-Dolinski, Laura, Cribb, Mike, Brick, Billy, Gazeley-Eke, Zoe, Leinster, Hannah, and Lloyd, Elwyn
- Abstract
This paper reports on an exploratory research project on the evaluation of the engagement with a Massive Open Online Course (MOOC) carried out by six members of staff and two "expert students" involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (CU), United Kingdom, between November and December 2014. Its main aim was to investigate how both expert and trainee English teachers and teacher trainers would find the experience of engaging with a FutureLearn MOOC on this subject created by the University of Southampton in collaboration with the British Council--"Understanding Language: Learning and Teaching." The participants involved agreed to record their thoughts while they were taking part in the MOOC and then met once per week for four weeks at the end of each MOOC unit to carry out a collaborative staff/student reflective evaluation of their experience. The paper will discuss the way in which the participants engaged with this project, which became a blended learning community of professional development practice linked to the global community of practice on the MOOC, and present their perspectives on the pros and cons of integrating a MOOC as an Open Educational Resource (OER) into an existing curriculum. [For full proceedings, see ED564162.]
- Published
- 2015
41. One Year of Extensive Reading on Mobile Devices: Engagement and Impressions
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Milliner, Brett and Cote, Travis
- Abstract
Extensive Reading (ER) is a popular strategy to improve reading fluency, vocabulary knowledge and reading confidence. The process of ER, traditionally done with paperbacks, is a practice being transformed by smartphone technology. This paper introduces Xreading® (www.xreading.com), an online Graded Reader (GR) library and Learning Management System (LMS) devoted specifically to digital management of extensive reading. For language teaching faculty, Xreading provides a dynamic, ER management system that can negate a range of challenges teachers have faced when implementing an effective ER component. In this one year study at a private Japanese university, students were required to use their smartphone or PC to access the online library of GR's and read extensively on either of these devices. This paper reports on student engagement with this platform and shares feedback from a post-pilot questionnaire and focus group discussion to describe student impressions of this digital approach. [For full proceedings, see ED564162.]
- Published
- 2015
42. Students' and Teachers' Perceptions of a 'Successful' Lifelong Learning Training Intervention--An EMILIA Project Research Report
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Ogunleye, James, Griffiths, Chris, and Ryan, Peter
- Abstract
This study reviews the definition of lifelong learning in the context of the European Union policy agenda as sets out in the Lisbon strategy. The paper also reports on the mental health service users' and trainers' perceptions of a "successful" lifelong learning training intervention. The work reported in this paper was part of a larger study which examines EMILIA lifelong learning training in one EMILIA demonstration site. The study interviewed a number of mental health service user-trainees and service user-trainers using focused group in order to get a deeper understanding of the experience and results--"success" or otherwise--of EMILIA training model as applied to adults with long-term mental illness. Analysis was based on an interpretative technique--specifically recursive abstraction--of the interviews. The results show that students (trainees) perceived the training intervention as successful because of students were involved in setting the "ground rules," prefer and enjoy varied teaching methods, had the opportunity to network socially and, more importantly, realised that by participating they could achieve and succeed on the course. The review part of the study suggests that, although the European Union, as indeed most member states, predicates lifelong learning policy on mainly economic factors--i.e. economic growth and jobs--tackling exclusion or promoting social inclusion remains a central plank of strategies for lifelong learning at both national and European levels. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
43. Materializing interactions with paper prototyping: A case study of designing social, collaborative systems with older adults.
- Author
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Hanrahan, Benjamin V., Yuan, Chien Wen, Rosson, Mary Beth, Beck, Jordan, and Carroll, John M.
- Subjects
- *
PROTOTYPE design & construction , *FOCUS groups , *LIFE care communities , *PROTOTYPES , *DESIGN services - Abstract
Paper prototypes have been successful for gathering concrete, grounded user feedback. Most of these prototypes are used to elicit feedback during bounded design sessions. However, for systems that support new social practices these bounded sessions do not fully materialize the interactions the prototype supports. This paper presents a case study of a six-month paper prototype deployment that materialized collaborative interactions in care retirement community. Throughout this deployment the prototype was situated within the lives of participants, where they shaped the interactions and usage of the prototype over time. As these interactions materialized, the evoked community practice was unlike what participants envisioned during our first, more traditional paper prototyping and design sessions. This article shows how our interactive, paper prototype provided critical guidance in how realistic our imagined practice would be. • Deploying a paper prototype for months, not hours, at a time can reveal more detail. • Creative use of paper prototypes can support collaborative and social practices. • Temporal and physical space to evolve prototypes grants more accessible participation. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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44. Mobile Resources for Integration: How Availability Meets the Needs of Newly Arrived Arabic-Speaking Migrants in Sweden
- Author
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Lindström, Nataliya Berbyuk, Hashemi, Sylvana Sofkova, Bartram, Lorna, and Bradley, Linda
- Abstract
The paper reports on the availability and use of mobile resources by newly arrived Arabic migrants in Sweden, and how the resources meet migrants' integration needs. Analysis of websites and applications (hereafter apps) in combination with focus group interviews is used. Results show that though a variety of resources are available, translation and vocabulary apps are primarily used. Possible reasons are lack of connection in language training resources to migrants' immediate needs such as employment and education, accommodation, contact with locals and societal information (Ager & Strang, 2008). Cultural differences might be influential for Arabic-speakers' low use of chat apps for communication with locals. [For the complete volume, see ED578177.]
- Published
- 2017
45. The TeCoLa Project: Pedagogical Differentiation through Telecollaboration and Gaming for Intercultural and Content Integrated Language Teaching
- Author
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]
- Published
- 2017
46. The Assessment of Digital Project Work in the EFL Classroom
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Berggren, Jan and Allen, Christopher
- Abstract
This paper reports on a project aiming at describing professional practice in the assessment of collaborative digital projects among a group of inservice English as a Foreign Language (EFL) teachers within the context of a single workplace, a technologically well-resourced upper secondary school in Sweden. In a previous project (Allen & Berggren, 2016), teachers were provided with an overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) as part of an initiative to better integrate information communication technology into their classroom practice. The current study addresses the need expressed in previous projects for developing assessment practices among the teachers working with digital projects, making use of a practical overview of the assessment of digital projects (Dudeney et al., 2013) trying out an assignment. Afterwards, a focus group interview was conducted focusing on teachers' experiences of digital project assessment. The results indicate that while the teaching and assessment of collaborative digital projects are not aligned, the teaching of digital literacy making use of digital resource may augment 'traditional' assessment. Following this conclusion, a necessity of further collaboration among EFL teachers appears, aiming at developing the assessment of the collaborative aspect of digital projects. [For the complete volume, see ED578177.]
- Published
- 2017
47. Empowering Language Learners through the Use of a Curriculum-Integrated Information Literacy Programme: An Action Research Project
- Author
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Alzahrani, Sahar
- Abstract
This paper implements and evaluates a curriculum-integrated information literacy programme in an Arabic primary school in the United Kingdom to empower learners and develop life-long learning skills. It reports on an action research project with a reflective practice approach used at the beginning of the semester to identify potential problems before planning the action. A focus group interview and learners' written output were used to answer three research questions about learners' awareness, attitudes, and confidence about information literacy skills. Enhancement was found in these three aspects. [For the complete volume, see ED578177.]
- Published
- 2017
48. A Rural Education Teacher Preparation Program: Course Design, Student Support and Engagement
- Author
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Eaton, Sarah Elaine, Gereluk, Dianne, Dressler, Roswita, and Becker, Sandra
- Abstract
Attracting and retaining teachers for rural and remote areas is a pervasive global problem. Currently, teacher education in Canada is primarily delivered in face-to-face formats located in urban centres or satellite campuses. There is a need for relevant and responsive teacher education programs for rural pre-service teachers. Recognizing this need, one university has responded by creating a Community-based Bachelor of Education program targeting rural students who reside beyond the reach of these campuses. This paper explores the inaugural year of this innovative program, the only one of its kind in Canada, through a qualitative case study. The methods used in this study included a demographic survey, focus groups, interviews, and document analysis. Key findings indicated (1) Collaborative course design enhanced the student experience (2) Student support programs were developed to address emerging needs, and (3) Using synchronous learning technologies to increase student engagement. Presentation slides are appended.
- Published
- 2017
49. Examining the Impact of Academic Development in the Engineering Faculties in Chile: Changes in Teaching Philosophy and Teachers' Competencies
- Author
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Acosta Peña, Roxana, Tomás-Folch, Marina, and Feixas, Mònica
- Abstract
The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice. [Paper presented at the International Conference on University Teaching and Innovation (CIDUI): Learning and Teaching Innovation Impacts (9th, Bellaterra, Barcelona, Spain, Jul 5-7 2016.)]
- Published
- 2017
50. 'More Confident Going into College': Lessons Learned from Multiple Stakeholders in a New Blended Learning Initiative
- Author
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Whiteside, Aimee L., Garrett Dikkers, Amy, and Lewis, Somer
- Abstract
This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman's Self-Regulated Learning (SRL) Theory as a guiding framework, this study explored surveys, face-to-face observation data, interview transcriptions, and focus group transcriptions to learn about different stakeholders' experiences and their observations about student readiness for blended learning. As a result, the data suggested three major themes, namely how blended learning initiatives can promote autonomy and self-regulation, encourage inquiry and build relationships, and ultimately help students feel ready for college. [Paper presented at the Special Interest Group on Online Teaching and Learning (SIG-OTL), American Educational Research Association (AERA) Centennial Annual Meeting (100th, Washington, D.C., April 8-12, 2016).]
- Published
- 2016
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