Facilitating learning through an international virtual collaborative practice: A case study

Wihlborg, Monne; Friberg, Elizabeth; Rose, Karen; Eastham, L.

doi:10.1016/j.nedt.2017.10.007

Cited by 46 publications

(28 citation statements)

References 7 publications

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“…The studies aimed to understand the impact on students learning outcomes of using of Moodle and Blackboard and showed there exists improvement in performance (Umek, Keržič, Aristovnik, & Tomaževič, 2017), and also how it increases their motivation and engagement in learning processes (Samir Abou El-Seoud, Taj-Eddin, Seddiek, El-Khouly, & Nosseir, 2014;Shurygin & Krasnova, 2016). Results confirmed that its use has positive impact in students' academic outcomes and its use also supports communication with students, namely with international students (Wihlborg, Friberg, Rose, & Eastham, 2017).…”

Section: A Learning Management Systems (Lms)supporting

confidence: 56%

Digital technologies in support of students learning in Higher Education: literature review

Pinto

Leite

2020

DER

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Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.

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Section: A Learning Management Systems (Lms)supporting

confidence: 56%

Digital technologies in support of students learning in Higher Education: literature review

Pinto

Leite

2020

DER

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“…The successes of programs like virtual learning collaboratives and distance clinical review networks, like those established by the Institute for Healthcare Improvement and various instances of Project Echo, guide the way for similar programs in palliative care. Key to such programs' successes are the combination of regular, structured, facilitated conversations between partners combined with a reflective, open‐minded spirit . The common goal is for all partners to learn from each other.…”

Section: Palliative Care Services Where Wanted: Input From Specialistmentioning

confidence: 99%

Identifying Palliative Care Champions to Promote High‐Quality Care to Those with Serious Illness

Kamal¹,

Bowman

Ritchie

2019

J American Geriatrics Society

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Leading medical authorities advocate for routine integration of palliative care for all major causes of death in the United States. With rapid growth and acceptance, the field of palliative care is tasked with addressing a compelling question of its time: "Who will deliver timely, evidence-based palliative care to all who should benefit?" The current number of palliative care specialists will not suffice to meet the needs of persons with serious illness. In 2010, initial estimates quantified the shortage at 6000 to 18 000 additional palliative care physicians needed to fully staff existing programs. Unfortunately, the predicted number of specialty physicians in 2030 will likely not be larger than the workforce in existence today. These findings result in a physician-to-serious-illness-person ratio of about 1:28 000 in 2030. 1 To address the workforce shortage, stronger alignment is needed between intensity of patient needs and provision of palliative care services. Such an alignment better harnesses the talents of those in a position to deliver core palliative care services (such as discussing goals of care with patients or managing their symptoms) while engaging palliative care specialists to address more complex issues. We introduce the concept of "Palliative Care Champions," who sit at the nexus between specialty palliative care and the larger clinical workforce. Acknowledging that the needs of most patients can be met by clinicians who have received basic palliative care training, and that specialty palliative care is not always available for those with more complex needs, there exists an important opportunity for those with additional interest to scale training and quality improvement to fill this void. J Am Geriatr Soc 67: S461-S467, 2019.

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“…One reason is that among students are many practitioners that try to align working for their employers and university studies. Sometimes they have to go on business trip and as the result they value flexibility to adjust their learning activities to job and family obligations [6]. In university practice it means opportunity to choose between two exam time option and opportunity to negotiate with lecturers to compensate missed face-to-face class discussions by contributing to online discussions by using elearning tools.…”

Section: B Case Study Of Estoniamentioning

confidence: 99%

Dealing with Students’ Aversion in Global Virtual Teams: Evidence from Czech Republic and Estonia

Велинов¹,

Elenurm²,

Денисов³

2019

Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019)

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The paper tackles with theories of virtual international teams and students' different perceptions on collaborating internationally in global virtual teams (GVT) based-projects. The study sheds light on managing virtual teams that involve students from some universities around the Baltic Sea and students studying at Tallinn and Helsinki branch of the Estonian Business School. It contributes to understanding how universities and schools deal with student unwillingness and co-operation barriers, when it comes to team-based projects on the cases of Estonia, Germany and the Czech Republic and what are lessons learnt from such projects. The article tries to explain what the key pillars for successful cross-border cooperation are regarding virtual teams among universities in different regions of Europe. At the same time, the study provides detailed analyses of students' aversion to different types of teamwork assignments, which need to be worked out and delivered by bachelor and master students in the above-mentioned countries. Furthermore, the study suggests strategies for dealing with cross-cultural differences, which affect the virtual collaboration among the students, who come from different cultural and geographic backgrounds and who perceive and manage differently such international virtual collaborative projects across Europe. The authors try to outline and show, how the communication and the interpersonal chemistry within the students' teams work as it is critical to the successful completion of the international virtual cooperation within the ongoing projects among the universities. Readiness to work in international virtual teams and obstacles to such work are also discussed in the broader context of globalization and innovative entrepreneurial orientations in order to explain attitudes that inhibit or support cross-cultural communication and joint project work with team members from different countries.

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Facilitating learning through an international virtual collaborative practice: A case study

Cited by 46 publications

References 7 publications

Digital technologies in support of students learning in Higher Education: literature review

Digital technologies in support of students learning in Higher Education: literature review

Identifying Palliative Care Champions to Promote High‐Quality Care to Those with Serious Illness

Dealing with Students’ Aversion in Global Virtual Teams: Evidence from Czech Republic and Estonia

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