Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

Bondi, Stephanie; Daher, Tareq; Holland, Amy; Smith, Adam; Dam, Stacy A.

doi:10.1080/13562517.2016.1141288

Cited by 9 publications

(4 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Garrison et al (1999) described e-learning in the context of a community of learners who are not bound by time or place, as with traditional classroom instruction, but who relied on computer-mediated interaction to facilitate the process of learning. Interaction in the online learning environment, not only involves the exchange of information intended to increase or reinforce knowledge development within the context of the course, it also actively encourages dialogue which leads to individual knowledge construction (Bondi, Daher, Holland, Smith, & Dam, 2016). Garrison et al (1999Garrison et al ( , 2001) argued that it is through this interaction that a community of learning is created and sustained, and that it is within the "community of inquiry" that critical thinking is developed and learning results.…”

Section: Literature Reviewmentioning

confidence: 99%

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Orcutt

Dringus

2017

OLJ

View full text Add to dashboard Cite

To fully understand teaching presence and its implications for the intellectual climate of an online classroom it is necessary to explore the phenomenon from the perspective of the instructors who experience it. Informed by the theoretical perspective of the Community of Inquiry (CoI) model, the actions, intentions and perceptions of instructors were investigated through a collective case study. The goal of this study was to examine the decision processes employed in establishing teaching presence in a structured online environment in order to make a contribution to the body of knowledge from a practical pedagogical perspective. Using the lived experiences of instructors enabled the exploration of the influence pedagogical choices had on the creation of an intellectual climate in the online context. Using semi-structured interviews as the main source of data, the study utilized the Interpretative Phenomenological Analysis (IPA) method as an analytical tool to address concerns of rigor in the qualitative interpretation of experiential data. Results of the collective case revealed student engagement and intellectual curiosity were influenced most greatly by an instructor's active interest and passion for teaching, an ability to identify the relevance of course topics to the student, and the encouragement for a shared responsibility in the learning process. The findings showed that the shared goal of learning extended beyond the stated learning objectives and expected outcomes of a course and served as a foundation in the creation of authentic relationships between instructor and students. In addressing the overarching research question of how instructors establish teaching presence and inspire intellectual curiosity in a structured teaching environment, the findings of this study contribute to knowledge related to the nature of teaching presence and its role in setting an academic climate in an online classroom.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Orcutt

Dringus

2017

OLJ

View full text Add to dashboard Cite

show abstract

“…Four types of interaction have been identified in online tutorials: 'learner to interface', 'learner to content', 'learner to teacher', and 'learner to learner' (Martin, Parker, and Deale 2012). Studies with postgraduate students have found that students value peer interaction and experiences of community (Bondi et al 2016;Hokanson et al 2019). A survey of 1056 adults with experience of online learning in multiple contexts in the USA found lack of interaction was the biggest barrier to learning online (Muilenburg and Berge 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ experiences of synchronous online tuition in health and social care

Chandler

2022

Research in Learning Technology

View full text Add to dashboard Cite

This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students’ lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors’ characteristics. They value friendly, empathetic tutors who enable students’ contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers’ perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people’s faces and build relationships. An awareness of students’ contexts and preferences can help educators to enable positive tutorial experiences.

show abstract

“…learning the piano [26] and physical education assessments [27]. Involving learners in "cogenerating" some of their own learning in synchronous virtual environments fosters the development of personal connections and improves engagement [28]. This idea has parallels with the role of peer support in pain management programmes and merits further research.…”

Section: Research Implicationsmentioning

confidence: 99%

Pain management programmes via video conferencing: a rapid review

Walumbe

Belton²,

Denneny

2020

Scandinavian Journal of Pain

View full text Add to dashboard Cite

ObjectivesDuring the current COVID-19 pandemic, healthcare has been transformed by the rapid switch from in person care to use of remote consulting, including video conferencing technology. Whilst much has been published on one-to-one video consultations, little literature exists on use of this technology to facilitate group interventions. Group pain management programmes are a core treatment provided by many pain services. This rapid review aimed to identify the extent of use of video conferencing technology for delivery of group pain management programmes and provide an overview of its use.MethodsA rapid review of the literature published up to April 2020 (PubMed, PsycINFO and PEDro) was performed. The search string consisted of three domains: pain/CP (MeSH term) AND Peer group[MeSH] AND Videoconferencing[MeSH]/Telemedicine[MeSH]/Remote Consultation[MeSH]. The studies were of poor methodological quality and study design, and interventions and chronic pain conditions were varied.ResultsLiterature searching yielded three eligible papers for this review. All studies had low methodological quality and risk of bias. Heterogeneity and variability in outcome reporting did not allow any pooling of data. The results demonstrated that videoconferencing for delivery of group programmes is possible, yet there is little extant literature on how to develop, deliver and measure outcomes of such programmes.ConclusionsThis review demonstrates that there is little evidence to support or guide the use of synchronous videoconferencing to deliver pain management programmes. We present issues to consider, informed by this review and our experience, when implementing video conferencing. Study quality of existing work is variable, and extensive future research is necessary.

show abstract

Learning through personal connections: cogenerative dialogues in synchronous virtual spaces

Cited by 9 publications

References 17 publications

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Beyond Being There: Practices that Establish Presence, Engage Students and Influence Intellectual Curiosity in a Structured Online Learning Environment

Students’ experiences of synchronous online tuition in health and social care

Pain management programmes via video conferencing: a rapid review

Contact Info

Product

Resources

About