Pre-induction supports for flexible learners: The Head Start Online MOOC pilot

Brunton, James; Brown, Mark; Costello, Eamon; Farrell, Orna

doi:10.5204/ssj.v10i1.434

Cited by 8 publications

(3 citation statements)

References 6 publications

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“…For such an individual to remain in the context may be harmful to that context and the individual. Many institutions engage in activities designed to facilitate student transition into higher education (Brunton, Brown, Costello & Farrell, 2018a;2018b;Cook & Rushton, 2009;Farrell, Brunton, & Trevaskis, 2019;Garder, Siegel & Cutright, 2001), as active support during transitions can develop the skills needed for longer-term success (Nash, 2005;Thomas et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Duelling identities in refugees learning through open, online higher education

et al. 2019

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This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.

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Section: Introductionmentioning

confidence: 99%

Duelling identities in refugees learning through open, online higher education

et al. 2019

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“…10). However, in their practice report, Brunto, Brown, Costello, and Farrell [17] cited the definition of a flexible learner as "an adult engaged in part-time or online distance learning" (p. 2). These definitions fit the description of the in-service teachers in the PDE programme.…”

Section: Technology and Educationmentioning

confidence: 99%

Characteristics, Technology Capabilities, and Experiences of In-Service Teachers on the Use of Online/Blended Learning at a Tertiary Institution in Jamaica

Onyefulu¹,

Roofe²

2019

OALib

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Students' success in the online environment seems to be inextricably linked to learner characteristics and experiences related to the use of information and communication technologies. An increasing number of in-service teachers are being encouraged to pursue continuing education via the use of these technologies. This study examined learner characteristics, experiences, and technological capacities possessed by 55 in-service teachers pursuing postgraduate studies using the online/blended learning approach. The paper was also aimed at determining if there are differences in the views expressed by the male and female in-service teachers on learner characteristics, experiences, and technological capacities. Five research questions guided the study. A questionnaire was used to collect data, and descriptive and inferential statistics were used for the analysis. The findings indicated that a majority of the in-service teachers possessed the characteristics and technological capacities needed to succeed in the online learning environment. The findings also showed that most of the in-service teachers had the characteristics needed to do online/blended learning, had basic technology capabilities needed to succeed in an online/blended learning programme, and the in-service teachers had different experiences with the online/blended learning approach. Recommendations were towards making the in-service teachers' experiences more desirable.

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“…For such an individual to remain in the context may be harmful to that context and the individual. Many institutions engage in activities designed to facilitate student transition into higher education (Brunton, Brown, Costello & Farrell, 2018a;Cook & Rushton, 2009;Farrell, Brunton, & Trevaskis, 2019;Garder, Siegel & Cutright, 2001), as active support during transitions can develop the skills needed for longer-term success (Nash, 2005;Thomas et al, 2017).…”

Section: Introductionmentioning

confidence: 99%