Creating a virtual space for collaborative project planning using the future creating workshop process: building the global climate change education initiative

Brydon‐Miller, Mary; Williams, Bronwyn T.; Aguja, Socorro E.; Blumrich, Michaela; Sousa, Luiza Olim de; Dzerefos, Cathy; Kolb, Bennet; Marimbe, Leonard; Müller, Irene; Pillar, Genevieve A.; Prudente, Maricar S.; Rabin, Shira; Rauch, Christa; Rauch, Franz; Way, Alex

doi:10.1080/09650792.2022.2058043

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…The session presented a reflective atmosphere as manifested by the responses of the teachers. Self-evaluation, realizations, and assessments are an indication of personal reflection which are both characteristics of AR (Brydon-Miller et al, 2022;Prudente & Aguja, 2017) and PLC (Çopur & Demirel, 2022;Saebø & Midtsundstad, 2022). The reflective nature of the session also triggered self-regulation as they recognize their growth and needs in AR (Hsiao & Lin, 2022).…”

Section: Reflectivementioning

confidence: 99%

“…Action research is a research methodology that aims in improving one's professional practice by attaining self-awareness in achieving positive change (Brydon-Miller et al, 2022;Magalong & Prudente, 2020;Prudente & Aguja, 2017). Klima (2020) showed AR's impact on professional development where it was revealed that shared leadership is developed as participants shared accountability towards their respective projects.…”

Section: Introductionmentioning

confidence: 99%

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The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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Teachers have long been using mobile devices to support their personal learning. Especially during the COVID-pandemic, the professionalization of teachers demanded the use of mobile solutions, which requires them to apply self-regulated learning strategies. This article focuses on mobile self-regulated professional learning of Flemish teachers in primary education. The study examined (1) which profiles in self-regulated learning can be distinguished in a mobile learning environment and (2) whether there is a correlation between mobile self-regulated learning and the willingness to call on mobile learning. An explorative study was conducted by interviewing primary teachers (N=141) by means of an online survey. An explorative factor analysis confirmed that there are ten latent factors, which clustered around eight components (1) self-efficacy, (2) help seeking, (3) task appreciation, (4) goal-setting, (5) selfreflection, (6) strategical planning, (7) concretization and (8) metacognitive strategies. When comparing the subscales to age, a significant positive correlation was found with metacognitive strategies and strategical planning, indicating that older teachers utilized these self-regulatory strategies more than younger participants. In sequence, a latent cluster analysis identified two profiles in mobile self-regulated learning, namely a moderate and high profile in self-regulated learning. Furthermore, a bivariate test with Pearson correlation coefficient confirmed that there is a positive correlation between the overall score of mobile self-regulated learning of teachers and the degree to which they are willing to use mobile learning for their professional learning. More specifically, a correlation was found with the self-regulated learning skills: metacognitive learning strategies, self-reflection, concretization, and goal-setting.

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Section: Reflectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Asian Conference on Education 2022: Official Conference Proceedings

2023

ACE Official Conference Proceedings

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“…These issues could refer to lack of available hardware, software, or internet access, which manifest differently depending on several factors. In some cases, these challenges could be directly attributed to the socioeconomic conditions of local research participants, as reported by several authors [16,35,36]. Certain groups, often those considered vulnerable or isolated, are likely to possess fewer means to engage with digital activities due to a lack of access to computers and high-speed internet connections, which can be a challenge for PAR processes.…”

Section: Technological Accessibilitymentioning

confidence: 99%

Participatory Action Research Challenges Amidst the COVID-19 Pandemic: A Review and Comparison across Two European Projects

et al. 2023

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The Coronavirus Disease 2019 (COVID-19) pandemic that spread through the world in 2020 had a major effect on academia. Research projects relying on participatory methods and action research approaches were especially harmed by the restrictions and changes the situation imposed. This study performs a rapid literature review to identify common themes in the narratives of published studies concerning the difficulties of carrying-out participatory research during the COVID-19 pandemic. Perceptions and experiences of the authors of these studies are compiled and summarized. Additionally, insights and lessons learned from two projects in which the authors of this study participated are discussed and used to establish a comparison with the common challenges found in the literature. Over 90% of authors experienced challenges related to digitalization and methodological changes, 70% encountered difficulties with organizational and operational aspects of research, and over 30% felt that personal challenges, as well as issues with participatory aspects of research, were significant. On a positive note, almost 40% of authors from our sample recognize that the pandemic also brought unexpected benefits, such as a reduction in logistical expenses, and the creation of new opportunities for participation. This study adds to the growing body of literature regarding the effects of the COVID-19 pandemic on the research community. Additionally, it comments on the adaptation of participatory action research methods for added sustainability and social inclusion in the face of global crises.

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