Using digital environments to design inclusive and sustainable communities of practice in academic libraries

Carroll, Alexander J.; Mallon, Melissa

doi:10.1016/j.acalib.2021.102380

Cited by 14 publications

(9 citation statements)

References 32 publications

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“…Interestingly, HEIs are now integrating such features or element (flexibility) in the design of the several educational frameworks or learning platforms and curriculum. For instance, the MFD model [77], [87], [107] described in this paper, and the other hybrid models for learning [21], [108], [109] that didactically allows the students to choose and learn in either or both remote and in-person settings based on their learning needs and circumstances. Moreover, the flexible and digital models for learning is perceived to help tackle the problem of ''rigidity'' of the curriculums that has been identified as one of the main educational problems in both the literature and in practice [27], [30], [75], [82].…”

Section: If You Are Going To Enter With [Instructor] They Will Give Y...mentioning

confidence: 99%

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

Okoye

Daruich

et al. 2023

IEEE Access

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Technology-enhanced learning (TEL) is now at the heart of teaching and learning process in many higher education institutions (HEIs). Today, educators are faced with the challenges of pedagogically specifying what tools, methods, and technologies are used to support the teachers and students, and to help maintain/sustain a continuous education and practices. This study shows that there is an opportunity in the use of (educational) datasets derived about the teaching and learning processes to provide insights for fostering the education process. To this effect, it analyzed the students' evaluation of teaching (SET) dataset (n = 471968) collected within a higher education setting to determine prominent factors that influences the students' performance or the way (TEL-based) education is being delivered, including its didactical impact and implications for practice. Theoretically, the study employed a mixed methodology grounded on integration of the Data-structure approach and Descriptive decision theory to study the rationality behind the students' evaluation of the teaching and performance. This was done through the Textual data quantification (qualitative) and Statistical (quantitative) analysis. Qualitatively, the study applied the Educational Process and Data Mining (EPDM) model (a text mining method) to extract the different sentiments and emotional valence expressed by the students in the SET, and how those characteristically differ based on the period and type of evaluation they have completed (between 2019 to 2021). For the quantitative analysis, the study used a multivariate analysis of covariance (MANCOVA) and multiple pairwise comparisons posthoc tests to analyze the quantified information (average sentiment and emotional valence) extracted from the SET data to determine the marginal means of effect the different SET types and evaluation period have on the students' learning outcomes/perception about the teaching-learning process. In addition, the study empirically discussed and shed light on the implications of the main findings for TEL-based Education, particularly implemented by the HEI during the analyzed periods. The scholastic indicator from the study shows that while the flexible digital models or instructional methods are effective for continuous education,The associate editor coordinating the review of this manuscript and approving it for publication was Biju Issac .

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Section: If You Are Going To Enter With [Instructor] They Will Give Y...mentioning

confidence: 99%

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

Okoye

Daruich

et al. 2023

IEEE Access

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“…Amongst the faculty vCOPs, two were composed of only adjunct faculty (Cottom et al, 2018;Sprute et al, 2019). The other employee groups included learning developers (Bickle et al, 2021), academic librarians and library staff (Carroll & Mallon, 2021;Grant & Organ, 2020), and teaching assistants (McLaughlan, 2021). Only four of the vCOPs studied had a mixture of faculty and non-academic staff (Corcoran & Duane, 2018;Eaton & Pasquini, 2020;Harvey et al, 2021;Yang et al, 2020).…”

Section: Types Of Employees Involved In the Vcopmentioning

confidence: 99%

Virtual Communities of Practice for Faculty and Staff in Higher Education

Beres

Janes

2023

IJEDE

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In March 2020 a Canadian polytechnic moved to pandemic induced online learning and a virtual community of practice (vCOPs) called the Digital Learning Exchange (DigEx) was created to support faculty and staff in this transition. This systematic literature review, a preliminary step in the research of the efficacy of the Digital Learning Exchange, examines the recently published literature that researched vCOPs in higher education over the last five years. Several aspects of the vCOPs studied are identified and compared including: the defining characteristics of the communities, the digital tools used and the rationale for their selection, the positive impacts of the use of digital tools, the barriers created by the application of the technology, and the benefits experienced because of faculty and staff participation in the vCOPs.

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“…This aligns with the idea of learning through CoP in situated learning and valuing diversity and different perspectives in inclusive education. CoP creates opportunities for learners in inclusive learning environments (Carroll & Mallon, 2021; Mortier et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

Zhu

Hua

Zhu

et al. 2022

Brit J Educational Tech

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It is critical to create an inclusive online learning environment for students with diverse demographic information studying in different environments, especially during the COVID‐19 pandemic when they are disconnected from peers. Guided to create an inclusive online learning community by situated learning theory and community of practice, both of which advocate learning in context and community, we invited 115 undergraduate students to post photos related to environmental psychology concepts and their surrounding environments and discussed their postings on Instagram over eight weeks. To understand the inclusiveness of the community and students' perception, we collected their posts by searching designated hashtags and interviewed representatives of participants using a stratified sampling strategy. Through network analysis of 272 posts and qualitative analysis of 22 in‐depth interviews, we found that when participants shared and discussed their surroundings and environmental psychology concepts on Instagram, their learning community was inclusive regarding gender, ethnicity, and program. Student participants' centrality and influence were more relevant to whether and how they expressed their identities in the community through posts. We further discuss how our findings could inform to create inclusive and active communities in the future. What is already known about this topic? The definition of inclusive education extends to diversity and accessibility. Social media can support online learning communities. What this paper adds? It explores the inclusiveness of an Instagram‐based learning community using network analysis. It suggests expressing identities in a learning community helps promote inclusiveness. Implications of this study for practice and/or policy It provides information to education practitioners that will help them create inclusive and active communities through social media. It explores the possibility of analysing the inclusiveness of a learning community through social network analysis.

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Using digital environments to design inclusive and sustainable communities of practice in academic libraries

Cited by 14 publications

References 32 publications

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

A Text Mining and Statistical Approach for Assessment of Pedagogical Impact of Students’ Evaluation of Teaching and Learning Outcome in Education

Virtual Communities of Practice for Faculty and Staff in Higher Education

Share and embrace demographic and location diversity: Creating an Instagram‐based inclusive online learning community

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