Reading Born-Digital Scholarship: A Study of Webtext User Experience

Tham, Jason; Grace, Rob

doi:10.1016/j.compcom.2020.102601

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…User experience involves the thoughts and feelings of using or anticipating online services. This is influenced by the personal-internal state, the system's characteristics, and the interactional context (Tham & Grace, 2020). To understand this experience more deeply, one can use a performance measurement that regularly measures the outcomes and efficiency of services or programs (Hatry, 2006).…”

Section: Performance Measurementmentioning

confidence: 99%

Live-Streaming Performance in Inquiry-Based Science Learning With Action: Teachers’ Perspectives

Hong,

Ho,

Liu

et al. 2024

JBSE

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Online teaching has become an imperative approach in today’s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers’ viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching. Keywords: educational program, inquiry-based science learning, live-streaming, teachers’ perspective

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Section: Performance Measurementmentioning

confidence: 99%

Live-Streaming Performance in Inquiry-Based Science Learning With Action: Teachers’ Perspectives

Hong,

Ho,

Liu

et al. 2024

JBSE

View full text Add to dashboard Cite

show abstract

“…Future studies might also consider the perspectives of key players in terms of the "reading" experiences they have with a range of unconventional dissertations-print-based and otherwise. Tham and Grace (2020), for instance, studied readers' experiences with digital scholarship from a user experience and user-centered design standpoint and found that disorientation and a sense of "placelessness" can accompany experiences with reading this form of scholarship. While disorientation can be generative, the authors note how it can also require readers to spend additional time "grappling" with the text (p. 10).…”

Section: Overly Optimistic Views?mentioning

confidence: 99%

Not All Who Want To, Can--Not All Who Can, Will: Extending Notions of Unconventional Doctoral Dissertations

Amell¹

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My research seeks to destabilize imaginings of dissertations-conventional and otherwise-by highlighting a range of doctoral dissertations that, seemingly against all odds, manage to diverge from well-worn epistemic and textual paths. Whether it's a dissertation from South Africa whose author brings auto-ethnography and illness narratives into a discipline known for its skepticism of anything qualitative (Richards, 2012), a dissertation from Canada whose author purposely eschews standard edited academic English in order to privilege traditional Indigenous knowledges (Stewart, 2015), or a dissertation from the United States whose author coded and designed a digital scholarly edition of Ulysses without writing a single chapter in the process (Visconti, 2015), my research questions what brings these dissertations together as well as considering what sets them apart.

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Designing born-digital scholarship: A study of webtext authors’ experience and design conventions

Tham

Grace

2022

Computers and Composition

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Reading Born-Digital Scholarship: A Study of Webtext User Experience

Cited by 5 publications

References 26 publications

Live-Streaming Performance in Inquiry-Based Science Learning With Action: Teachers’ Perspectives

Live-Streaming Performance in Inquiry-Based Science Learning With Action: Teachers’ Perspectives

Not All Who Want To, Can--Not All Who Can, Will: Extending Notions of Unconventional Doctoral Dissertations

Designing born-digital scholarship: A study of webtext authors’ experience and design conventions

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