Collaborative action research through technologically mediated agoras

Díaz, Elia María Fernández; Olaskoaga, Lorea Fernández; Esteban, Prudencia Gutiérrez

doi:10.1080/09650792.2016.1141107

Cited by 3 publications

(3 citation statements)

References 38 publications

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“…Therefore, the curriculum is designed to facilitate students' participation in learning activities during pandemics by reducing time allocation so that the learning process, assessment, and learning media also [34]. Likewise, they are trying to adapt to government policies in online learning by combining emergency curriculum with independent curriculum, trying to coexist with technology, and socializing with teachers and parents to be literate with technology [35]. Learning media used during pandemics to keep teaching and learning activities running include Zoom Meetings, editing learning videos, and e-classroom by LMS Moodle [36].…”

Section: School Principal' Adaptability In Curriculum Design During T...mentioning

confidence: 99%

The adaptability of school principal and teachers in curriculum design and lesson plan at COVID-19 pandemic

Nurhattati

Rahmawati

Rugaiyah

et al. 2023

IJERE

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This research departed from the conditions an Islamic elementary school faces in preparing education planning, especially curriculum design and lesson plan required to adapt to changes, especially in the current pandemic conditions. Therefore, this study aimed to know the adaptability of school principal and teachers in curriculum design and lesson plan during the COVID-19 pandemic. This research used a qualitative approach, while the case study method is used. The data collection process is carried out through observation, interviews, and documentation studies. Then for data validity using triangulation. The data analysis includes data reduction, data display, and conclusion drawing. The subjects of this study were the school principal and the teachers at Al-Istiqlal Islamic elementary school Karawang. The results showed that the COVID-19 pandemic became a momentum for teachers and principals to adapt curriculum design and lesson plan in the 21st century. Various efforts are made in preparing curriculum design, namely making the curriculum essential, compiling learning tools, and preparing digital platforms for teaching and learning activities. The adaptability of school principal in designing curriculum is by creating a primary curriculum. Teachers’ adaptability in making a lesson plan formulated and designed previously by the curriculum team, school principal, and the head of the foundation. It needs to be done because learning activities during the pandemic have changed the learning process and methods; it requires planning for a new curriculum design and lesson plan.

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Section: School Principal' Adaptability In Curriculum Design During T...mentioning

confidence: 99%

The adaptability of school principal and teachers in curriculum design and lesson plan at COVID-19 pandemic

Nurhattati

Rahmawati

Rugaiyah

et al. 2023

IJERE

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“…Moreover, novel technologies such as SM can overcome temporal spatial barriers, accelerating SM learning and thereby facilitating the realization of knowledge sharing and collaborative research. Thus, SM makes it feasible and convenient to conduct joint research (Fernández-Díaz et al, 2017). Furthermore, ASM platforms, such as Mendeley and ResearchGate, provide researchers with support such as social research networking and document and citation management, as well as research collaboration opportunities (Van Noorden, 2014;Jeng et al, 2015).…”

Section: Research Hypothesesmentioning

confidence: 99%

More descriptive norms, fewer diversions

Zheng

2019

LHT

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Purpose The purpose of this paper is to analyze the relationship between researchers’ social media (SM) behavior and their academic performance. Design/methodology/approach A sample of 362 researchers was recruited from the colleges of management of 52 Chinese universities. A factor analysis of eight indices retrieved from the 362 data items was conducted. A total of 24 Chinese researchers were interviewed and given a robust test. Findings The results indicate that Chinese general social media (GSM) is insufficient to support academic research and it is difficult for scholars to enhance the visibility of their academic performance using GSM platforms, which can actually induce addiction. University resources, management systems, and working environment affect how scholars apply SM. Research limitations/implications The authors examined the researchers’ SM behavior by giving them a questionnaire and interview; however, this approach proved inadequate. The academic performance of researchers is affected by numerous factors, but the authors only considered SM behavior. Practical implications It is suggested that universities apply academic social media (ASM) indicators to measure researchers’ contributions so that they self-regulate their SM usage attitudes. Also, universities should also promote ASM platforms. Originality/value This study analyzed scholars’ GSM usage and academic performance, and the moderating effect of university level on the relationship between need for competence and relatedness and need for autonomy. This comprehensive analysis contributes to the scholarly SM usage literature.

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“…Our initial approach focused on the analysis of the process of interuniversity collaboration, which is technologically mediated to reflect and transform our practice and improve student learning. We began to stimulate the exchange of experiences between participating classrooms through the design of agoras or work assemblies, whose purpose was to discuss and allow the confrontation of perspectives with regard to the role of teacher researcher (Fernández-Díaz, Fernández-Olaskoaga, & Gutiérrez-Esteban, 2017) . To this end, spaces were created in which students could collaborate by sharing reflections on the issues surrounding educational practice as well as making decisions on possible alternatives for transformation.…”

Section: Introductionmentioning

confidence: 99%

University-School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project

Díaz

Esteban

Olaskoaga

2019

J. New Approaches Educ. Res.

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This work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.

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Collaborative action research through technologically mediated agoras

Cited by 3 publications

References 38 publications

The adaptability of school principal and teachers in curriculum design and lesson plan at COVID-19 pandemic

The adaptability of school principal and teachers in curriculum design and lesson plan at COVID-19 pandemic

More descriptive norms, fewer diversions

University-School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project

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