Harnessing opportunities to enhance the distance learning experience of MSW students: an appreciative inquiry process

Miles, Debra; Mensinga, Jo; Zuchowski, Ines

doi:10.1080/02615479.2018.1447557

Cited by 20 publications

(20 citation statements)

References 19 publications

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“…Qureshi 2019and Miles et al (2018) contended that F2F is a teaching/learning method that enhances the teaching/learning process through interpersonal contact. These interactions can create a support network among students and teachers.…”

Section: Face To Face Learning (F2f)mentioning

confidence: 99%

Students transition from face to face learning to online learning at higher education: A case study in Trinidad and Tobago

Julien¹,

Dookwah²

2020

Educ. Res. Rev.

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This action research highlights the experiences of undergraduate students as they transit from face to face learning to online learning at a higher education institution in Trinidad and Tobago. A review of the existing literature within the local context indicated that there exists a dearth of information about the experiences of these students. It is imperative that policy makers pay more attention and consideration to the voices of these students especially when they are formulating policies that pertain to online learning. Consequently, a case study was conducted to carefully ascertain students' experiences during this transition. Fifteen undergraduates participated in this study. Informal structured interviews and semi-structured questionnaires were employed. Data were analyzed with the use of three major thematic headings: Online learning (ONL) is a possible instructional option, Face to Face learning (F2F) is essential for Mathematics and Face to Face learning (F2F) is necessary for human interaction. Recommendations for the use of more ONL education were offered.

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Section: Face To Face Learning (F2f)mentioning

confidence: 99%

Students transition from face to face learning to online learning at higher education: A case study in Trinidad and Tobago

Julien¹,

Dookwah²

2020

Educ. Res. Rev.

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“…Such forms of technology integration in the online space can facilitate proximity between learners, teachers and learning contents and can in uence student engagement (Dyer et al, 2018). In addition, Miles, Mensinga, and Zuchowski (2018) argue that delivering educational materials in multiple forms can facilitate student engagement, support effective navigation and utilisation of the materials.…”

Section: Instructional Methods Designmentioning

confidence: 99%

Factors affecting student behavioural engagement in an inquiry-based online learning environment

Mamun

Lawrie

2021

Preprint

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The technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, the recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed high commitment to engage and complete the tasks that required less manipulative, pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience and technology skills. This study highlights several issues concerning student engagement in a self-directed online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

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“…Although intense changes in teaching-learning methodologies have marked the last decade, especially in higher education (Taraban, Rynearson, & Kerr, 2000;Tinajero, Lemos, Araújo, Ferraces, & Páramo, 2012;Hilliger et al, 2020), there were changes and the insertion of distance learning (DE) (Miles, Mensinga, & Zuchowski, 2018), which significantly increased the training of students from various educational segments (Ramdass & Masithulela, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…As in face-to-face teaching, professors continue to have a relevant role in the remote emergency context, as they are essential figures to create, structure, and animate learning experiences. Especially when activities are carried out synchronously, their role as mediators of the teaching-learning process contributes to students' qualification and training (Miles et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

Schmitt¹,

Bugalho²,

Krüger³

2021

Rev. Cat. Cien. Cont.

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The purpose of this text is to identify the main strategies of the teaching-learning process, as well as the perceptions of professors during the period of social isolation in the context of the pandemic generated by Covid-19. The study sample consists of 52 professors from the Administration, Accounting, and Economic Sciences courses, working in four higher education institutions in the southern region of Brazil. The survey carried out through a questionnaire comprising 32 questions, collected the respondents' identification, the perceptions of the teaching process, and the teaching-learning strategies used from the insertion of classes remotely as an alternative in the social isolation period. As data treatment, descriptive statistics, and the Mann-Whitney statistical test were used, the analysis is quantitative. The results show that, for 96% of those surveyed, the disciplines took place remotely; 92% indicate pedagogical adaptations, and 76% responded that the institution offered training. The main teaching strategies used in the period of social isolation are: expository classes with the presentation of content on slides (98%); exercises with resolution (90%); case study (69%); and content-oriented research/reading (52%). The statistical analysis shows that professors who used problematization/teaching cases, debates, and games believe they have achieved the teaching-learning objectives. In the perception of 54% of professors, classes held remotely do not represent losses in students' teaching-learning process and have achieved their objectives. In general, the results demonstrate adaptation of face-to-face classes to the remote format. The findings suggest the importance of inserting technologies as teaching strategies, regardless of whether the model is face-to-face or not.

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Harnessing opportunities to enhance the distance learning experience of MSW students: an appreciative inquiry process

Cited by 20 publications

References 19 publications

Students transition from face to face learning to online learning at higher education: A case study in Trinidad and Tobago

Students transition from face to face learning to online learning at higher education: A case study in Trinidad and Tobago

Factors affecting student behavioural engagement in an inquiry-based online learning environment

Professors’ perceptions and teaching-learning strategies during social isolation motivated by COVID-19

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