Project DAVES: An exploratory study of social presence, e-mentoring, and vocational counseling support in community college courses

Schrum, Lynne; English, Mary C.; Galizio, Lyndsie M.

doi:10.1016/j.iheduc.2011.08.001

Cited by 14 publications

(9 citation statements)

References 20 publications

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“…Similarly, social presence theory has been introduced to discuss the logic behind social interaction and interpersonal relationships (Short et al, 1976), which later on became popular in the communication and information system domains (e.g. Lu et al, 2016;Schrum et al, 2012), but is being discussed in the CE context (Busalim et al, 2021;Hayes et al, 2020;Song et al, 2019). Psychological ownership theory has been originally offered to further the discourse on ownership toward organizations (Pierce et al, 2001), but the theory is gaining momentum in the domain of digital marketing (Morewedge et al, 2020), and specifically CE (Li et al, 2021).…”

Section: Research Questions Authorsmentioning

confidence: 99%

Mapping the themes and intellectual structure of customer engagement: a bibliometric analysis

Srivastava¹,

Sivaramakrishnan

2021

MIP

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PurposeCustomer engagement (CE) as a domain of research started gaining impetus when it became apparent that it can be a key driver of a firm's performance, competitive advantage and loyalty. The purpose of this study is to develop a deep understanding of the CE construct in marketing literature using bibliometric analysis.Design/methodology/approachIn this study, 940 articles were retrieved from Scopus, the well-known electronic database. Bibliographic coupling and co-occurrence analysis using VOSviewer along with content analysis were employed.FindingsAfter careful content analysis, six clusters were identified through bibliographic coupling: (1) modeling customer engagement, (2) customer engagement theory and empirical validation, (3) customer engagement and service-dominant logic, (4) customer engagement and social media, (5) customer engagement and brand platforms and (6) engagement in other contexts. The outcomes of this study would not only be valuable for scholars working in the CE domain, but could also be useful for practitioners and policymakers who wish to enhance their understanding about CE.Originality/valueOver the past decade, the research on CE construct has exploded owing to the growing interest of both scholars and practitioners in the field. Despite being a popular field of research, there is no published work on a comprehensive bibliometric analysis of the construct in marketing literature. The current study bridges this gap in the existing literature.

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Section: Research Questions Authorsmentioning

confidence: 99%

Mapping the themes and intellectual structure of customer engagement: a bibliometric analysis

Srivastava¹,

Sivaramakrishnan

2021

MIP

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“…Our research preference has been for a transitional 'Instructional coaching approach' (Knight 2004, Kennedy 2005, Burkins and Ritchie 2007, Schrum et al 2012. Such an approach entails co-researcher investigations (Macaro and Mutton 2002), which allows each participant to benefit from the enterprise.…”

Section: The Research Approachmentioning

confidence: 99%

University teachers’ self-reflection on their academic growth

Jesus

Guerra

Watts

2016

Professional Development in Education

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This study followed the academic growth of four university teachers, over a two-year period, with the intention of enhancing inquiry-based learning in practice. Data were generated within the natural settings of classrooms, laboratories and lecture halls, through the analysis of teaching materials, low-participation observation, informal discussions and semi-formal interviews. The research approach was based on a critical social paradigm, assuming principles of actionresearch methodology privileging a transitional 'instructional coaching approach'. Outcomes show a marked interest in the design and development of innovative approaches to teaching, learning, feedback and assessment. They demonstrated strong collaborative practices, insightful reflections on their teaching activities, and willingness to share evaluations both within and without of university contexts and successfully contributing thoughts and ideas to a wider audience.

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“…Most of the limited research is related to virtual learning communities for pre-service and in-service educators or other professionals (Charalambos, Michalinos, & Chamberlain, 2004;Hramiak, 2010;Matzat, 2013;Sallnas, 2005;Swinglehurst, Russell, & Greenhalgh, 2008), and online or blended models of professional development in K-12 and higher education (Berger, Eylon, & Bagno, 2008;Brooks, 2010;Fisher, Schumaker, Culbertson, & Deshler, 2010;Fishman et al, 2013;Owston et al, 2008;Pettit, 2005;Powell & Diamond, 2011). The scarcity of research on virtual models of coaching and assistance is even more pronounced, with a few studies focused on the use of virtual technologies for individual teacher mentoring (Burgess & Mayes, 2008;Israel et al, 2013;Quintana & Zambrano, 2013;Schrum, English, & Galizio, 2012). A 2013 special issue of Professional Development in Education also highlighted other emergent technologies being investigated for the support of teacher learning, including "digital, Web 2.0, social media, mobile, and information technology tools" (Kidd & Murray, 2013, p. 165).…”

Section: Research On Virtual Technologiesmentioning

confidence: 99%

Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance

Ermeling

Tatsui

Young

2015

Teachers College Record: The Voice of Scholarship in Education

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Background Education reforms over the last several decades have relied heavily on external assistance to help schools increase capacity for improving outcomes, but investing in sustained outside coaching and support is increasingly difficult with diminishing federal, state, and district resources. One under-investigated possibility for maintaining affordable external assistance is to leverage new virtual technologies. Purpose This proof-of-concept study explored the potential of virtual coaching as a means for providing a cost-effective, alternative model of ongoing external assistance to principals and leadership teams engaged in collaborative instructional improvement. Intervention Researchers adapted an existing assistance framework from an established instructional improvement model, with published studies of effectiveness in the traditional face-to-face context, and substituted virtual methods of coaching and support for ongoing monthly settings with school leaders. Research Design The study used a mixed-methods design, including video-recorded meetings, rubric-based coding and ratings, interviews, focus groups, and coaching logs to investigate implementation at three elementary and two middle schools during one full academic year. Findings Evidence suggests that the blended coaching model served as an adequate and cost-effective substitute for traditional face-to-face coaching at all five pilot schools. The virtual coaching format was particularly effective for conducting one-on-one planning meetings with principals and served as a catalyst to expand principals’ growth and ownership of the instructional improvement process. The authors also document several challenges that emerged related to limitations of human interaction in the virtual context. Conclusions Findings suggest that blended or virtual models are worth consideration as one potential solution for maintaining external support in the midst of diminishing fiscal resources. For schools with verified leadership and technology readiness, the availability of virtual models might translate to greater distribution of outside expertise across a wider number of schools, or enable some funds to be repurposed for other critical priorities. Findings also have implications for the design of external assistance programs and services. Evidence from the study highlights distinct benefits of the virtual format, which might enable more strategic distribution of monthly support, increase capacity building, and improve access to high-quality expertise. Lastly, findings provide guidance for research and policy around technology-supported professional learning, pointing to the importance of aligning solutions with contexts, attending to sound quality and room configuration, and addressing challenges with the naturalness of interaction.

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Project DAVES: An exploratory study of social presence, e-mentoring, and vocational counseling support in community college courses

Cited by 14 publications

References 20 publications

Mapping the themes and intellectual structure of customer engagement: a bibliometric analysis

Mapping the themes and intellectual structure of customer engagement: a bibliometric analysis

University teachers’ self-reflection on their academic growth

Virtual Coaching for Instructional Leaders: A Multi-Method Investigation of Technology-Enabled External Assistance

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