Beyond Technology in Online Postgraduate Education

Fawns, Tim; Aitken, Gill; Jones, Derek; Gravett, Karen

doi:10.1007/s42438-021-00277-x

Cited by 7 publications

(2 citation statements)

References 30 publications

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“…The diversification of training methods through reform will broaden the research horizons of graduate students and enhance their interdisciplinary capabilities. [26][27][28][29][30][31][32][33] 2…”

Section: Introductionmentioning

confidence: 99%

Exploration and practice of teaching methods of basic specialized courses for postgraduate majors based on the characteristics of “Three Teaching Processes”

et al. 2023

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The ability of engineering graduate students to use their knowledge and independently engage in scientific research is one of the important indicators to measure the quality of postgraduate training. This paper takes the comprehensive improvement of graduate students’ ability to engage in scientific research independently as the starting point, and improves the teaching quality of basic courses of graduate majors in an all-round way by constructing teaching methods of basic knowledge intensive teaching, knowledge application and case process teaching, so that students can deeply grasp the course knowledge system and flexibly apply the knowledge learned in the course learning process. Finally, it lays a good foundation for students to engage in scientific research independently.

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Section: Introductionmentioning

confidence: 99%

Exploration and practice of teaching methods of basic specialized courses for postgraduate majors based on the characteristics of “Three Teaching Processes”

et al. 2023

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“…These digital platforms are proven to effective to facilitate knowledge-transfer [2]. However, the availability of technology is a necessary but not sufficient condition for sustainable remote learning [3]. For example, the sense of community is lost when students perceived their peers cared less about each other, connected less to others, and supported each other less in the online setup [4].…”

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confidence: 99%

The importance of interactions in supporting online study

Sankaran

2023

TSSJ

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The social distancing rules during the COVID-19 pandemic have inadvertently changed the activities of teaching and learning- with an unprecedented push to online courses. Educational institutions in developed countries have quickly adapted to the situation by developing their digital platforms to support e-learning. Whereas those in developing countries, particularly Vietnam, found it challenging to respond to the significant increase in online instruction because of lack of equipment and technology gap. This paper aims to examine a blending approach which combines visual technologies and social interactions to support full-time remote education. Qualitative method was employed with the use of thematic analysis to examine respondents’ perspectives of their daily online learning. Data was collected through semi-structured interviews of 05 lecturers and 10 undergraduate students in site construction management discipline as they are among groups experiencing seriously negative effects on quality of knowledge exchange which requires amount of time practice on-site or field-laboratory. Activity Theory was employed to guide the data analysis. Four main themes were found in related to “using interactive tools”, “developing a learning support community”, “defining responsibilities of educators and students” and “governing activities of educators and students” to meet learning objectives within online courses.

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Expanding the Pedagogical Space: Co-design and Participation in an Online Postgraduate Course

Fawns,

Aitken,

Maheswaran

et al. 2023

Palgrave Studies in Educational Media

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Here, teachers and students of an online, postgraduate course, “Current Issues in Clinical Education” (part of the MSc Clinical Education at the University of Edinburgh), consider co-participation from a postdigital view in which learning is neither fully online nor offline, but spills into and out of formal, digital and physical spaces. The course begins empty, other than a task structure and some resources. This leaves “pedagogical space” for content to emerge through dialogue, and ideas from students’ practice settings. The teacher undertakes the assignment alongside the students, and boundaries are eroded without dissolving. In reflecting on our different experiences of the course, we foreground some power relations and political economics of contemporary, online postgraduate education, and the implications for meaningful participation, co-design, and co-creation.

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Beyond Technology in Online Postgraduate Education

Cited by 7 publications

References 30 publications

Exploration and practice of teaching methods of basic specialized courses for postgraduate majors based on the characteristics of “Three Teaching Processes”

Exploration and practice of teaching methods of basic specialized courses for postgraduate majors based on the characteristics of “Three Teaching Processes”

The importance of interactions in supporting online study

Expanding the Pedagogical Space: Co-design and Participation in an Online Postgraduate Course

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