Learning Communities of Surgeons in Mid-Career Transformation

Armstrong, Jan

doi:10.1007/978-94-007-1724-4_11

Cited by 2 publications

(4 citation statements)

References 30 publications

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“…Naturalistic inquiry is a qualitative research method developed in anthropological and ethnographic fields (Lincoln & Guba,1985). Observing the participants in their natural setting at their schools, naturalistic researchers illustrate narrative case studies on observational data, unstructured interviews, and other sources of descriptive documents (e.g., e-mails, school documents, forum dialogues) to create rich descriptions and interpretations of social phenomena (Armstrong, 2012). Instead of "manipulating outcomes as a priori" (Bowen, 2008), we focused on the self-experience, innate feelings, and actions of the three participants (one professor, one primary teacher, and one secondary teacher) in real natural settings and assembled the empirical data and the theoretical perspectives in order to explore the experience of schools to face their learning and teaching challenges.…”

Section: Methodsmentioning

confidence: 99%

“…Second, naturalistic researchers present the narrative cases on observational data, unstructured interviews, and other sources of descriptive documents (e.g., e-mails, school documents, forum dialogues) to create rich descriptions and interpretations of social phenomena (Armstrong, 2012). Interviewers asked open-ended questions on our specific research topic and allowed the participants flow like a natural conversation.…”

Section: Limitationsmentioning

confidence: 99%

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Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong

Reynolds

Chan

et al. 2020

JITE:Research

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Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development.

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Section: Methodsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong

Reynolds

Chan

et al. 2020

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Naturalistic inquiry is a qualitative research method developed in anthropological and ethnographic fields (Guba & Lincoln, 1994). Teaching in Zoom, where students have their online lessons, naturalistic researchers illustrate narrative case studies on observational data, interviews, and other sources of descriptive (e.g., presentations, screen-captures, forum dialogues) to create detailed descriptions and interpretations of social phenomena (Armstrong, 2011). Instead of "manipulating outcomes as a priori" (Bowen, 2008), this study focused on the lived experience, innate feelings, and actions of the students in a real natural setting which was assembled with the empirical data to explore different ways to assess students' mathematical abilities.…”

Section: Participantsmentioning

confidence: 99%

“…Researchers can observe, describe, and interpret the “lived experiences” of students’ learning and the perceptions of stakeholders (Guba & Lincoln, 1994). Working in the places (online lessons) where their students learn, researchers illustrate narrative studies on observational data, interviews, and other descriptive sources supported by web-conferencing tools (such as screen-capturing, messaging, digital photography, and drawing) to create detailed descriptions and interpretations of social phenomena (Armstrong, 2011). In this study, Zoom was selected as the web-conferencing tool investigated, and its functional affordances could reveal children’s mathematical experiences in online learning environments.…”

Section: Introductionmentioning

confidence: 99%

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

Fang

2023

Asian Journal for Mathematics Education

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During the COVID-19 pandemic, researchers faced challenges conducting data collection. However, emerging communication technologies, such as web-conferencing platforms, provided an alternative mode of data collection. Among these platforms, Zoom stands out for its functional affordances and unique features that support data collection methods, including screen-capturing, digital photography, drawing, polling, and artifact-based interviews, which attempt to reveal a child's viewpoint and ability. In this article, we explore the feasibility of using Zoom to conduct educational research by investigating the mathematical learning experience among 26 primary 1 and 2 students in Hong Kong on two topics—understanding time and addition and subtraction. Five mathematics teachers were recruited to participate in 2-month online workshops with assessments among three groups of students to understand the suitability for data collection. Based on teachers’ observations and students’ responses, our findings suggest that Zoom is a viable and effective tool for qualitative data collection. It offers a cost-effective method for researchers and educators to examine students’ mathematical performance in an online environment. We also investigate students’ perceptions of online assessment strategies, perceived usefulness of various Zoom functions, and explore the benefits and challenges teachers and students perceived throughout mathematical education using Zoom. However, several technical difficulties were encountered, such as the digital literacy gap and privacy concerns. Therefore, improving students’ digital literacy for remote learning and triangulation is important for online mathematical data collection and assessments.

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Learning Communities of Surgeons in Mid-Career Transformation

Cited by 2 publications

References 30 publications

Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong

Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong

How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning

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