scholarly journals Lecturer e-Training Program to Support University Teaching | Programme d’e-formation pour les chargés de cours pour appuyer l’enseignement universitaire

2018 ◽  
Vol 43 (2) ◽  
Author(s):  
Chan Chang Tik
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Online Discussion ◽  
Action Learning ◽  
University Teaching ◽  
Structured Interviews ◽  
Teaching Programme ◽  
Face To Face ◽  
Learning Module ◽  
Collecte De Données

This article attempts to explore the extent to which Lecturer e-Training Program (LeP) supports lecturers in their preparation for student-centred teaching. LeP was conducted in a blended mode, that is, it involved an online self-paced learning module followed by an interactive online discussion and ended with a face-to-face action learning. It was compulsory for all lecturers in this university to enrol in LeP. The data collection involved distributing questionnaires to all 36 lecturers. After that, 16 lecturers were selected at random for one-to-one structured interviews. In this study, it was found that LeP contributed significantly to the lecturer preparation for student-centred teaching, in particular, Stage 2 (Online Discussion) and Stage 3 (Face-to-Face Action Learning). Lecturers in this university were mostly homogeneous with regard to culture. It would be interesting to test LeP across cultural diversity as it was believed Asians and Westerners think differently.Le présent article vise à explorer la mesure dans laquelle le Programme d’e-formation (Lecturer e-Training Program) appuie les chargés de cours dans leur préparation pour un enseignement centré sur l’étudiant. Le Programme a été réalisé en mode hybride, c’est-à-dire avec un module d’apprentissage en ligne à rythme libre, qui a été suivi d’une discussion interactive en ligne et finalement d’un apprentissage par l’action réalisé en personne. Tous les chargés de cours de cette université devaient s’inscrire au Programme. La collecte de données a consisté à distribuer des questionnaires aux 36 chargés de cours. Ensuite, 16 d’entre eux ont été choisis au hasard pour des entrevues structurées en tête-à-tête. Dans cette étude, on a conclu que le Programme contribuait de façon importante à la préparation du chargé de cours pour un enseignement centré sur l’étudiant, particulièrement le deuxième stade (discussion en ligne) et le troisième (apprentissage par l’action réalisé en personne). La culture des chargés de cours de cette université était surtout homogène. Il serait intéressant de tester le Programme à travers une diversité culturelle, car on croit que les personnes asiatiques et occidentales pensent différemment.

scholarly journals Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

2021 ◽  
Vol 13 (9) ◽  
pp. 4755
Author(s):  
Víctor H. Perera ◽  
Anabel Moriña ◽  
Nieves Sánchez-Díaz ◽  
Yolanda Spinola-Elias
Keyword(s):  
Students With Disabilities ◽  
Virtual Environments ◽  
Faculty Members ◽  
University Teaching ◽  
Structured Interviews ◽  
Face To Face ◽  
Good Account ◽  
Inclusive Learning ◽  
Spanish Public Universities ◽  
Technological Platforms

Currently, the development of new virtual environments as a complementary tool to face-to-face teaching and the increased presence of students with disabilities at university classrooms are changing the landscape of university teaching. This article analyses the actions of faculty members who carry out inclusive practices in the context of technological platforms. The research was based on the assumptions of the qualitative paradigm, using individual semi-structured interviews with 119 faculty members from 10 Spanish public universities. The results show the reasons for inclusive learning with technological platforms, the use that faculty members make of these platforms in their inclusive educational practices, and the influence of these on the learning of students, especially students with disabilities. The conclusions give a good account of the conditions that determine the pedagogical use that faculty members make of virtual environments to facilitate the inclusion of students.

scholarly journals A Grounded Theory of Virtual Facilitation: Building Relationships with Virtual Team Members

2021 ◽  
Author(s):  
◽  
David J Pauleen
Keyword(s):  
Grounded Theory ◽  
Data Collection ◽  
Training Program ◽  
Virtual Teams ◽  
Training Programs ◽  
Action Learning ◽  
Virtual Team ◽  
Building Relationships ◽  
Team Members ◽  
Team Project

<p>The purpose of this study was to develop a deeper understanding of the issues facing virtual team facilitators as they implement and facilitate virtual teams. The study asked the following research question: How do facilitators of virtual teams build relationships with their virtual team members? Because virtual teams are a new form of highly dynamic and ambiguous collaborative interaction, a major challenge of this study was the need to generate relevant data and analyze it in an appropriate manner. To achieve this, a research framework involving a training program format was instituted based on methods developed in Action Learning (AL), with data collection and analysis based on grounded theory approaches (Glaser and Strauss, 1967). The AL-based 'virtual team facilitation' training program used in this study was designed to achieve the following three goals: to generate interest and incentive for would-be participants, to give participants information and skills to initiate and facilitate their own virtual teams, and to generate data for analysis. After being recruited, participants were broadly interviewed to determine their prior experience with virtual teams and their perceived needs and concerns in implementing and facilitating their own virtual team. The researcher then developed a ten-week training program to meet these needs. A pilot program and two subsequent training programs were held. During the training programs, each participant planned for, or actually initiated and facilitated a virtual team within their own organizational context. Every two weeks the participants met with the researcher to investigate issues related to initiating and facilitating virtual teams and to discuss issues that were arising in their own virtual teams. In all seven participants from a variety of New Zealand organizations took part in the study. The seven participants formed a diverse group, from the managing director of a one-man, global virtual organization who worked exclusively in global virtual team settings to a self-employed consultant managing a local virtual work team. The participants were in various stages of their virtual team lifecycle, from planning through initiation to full-scale facilitation and evaluation of a just-completed virtual team project. The participants' virtual team project tasks ranged from managing a political campaign on the other side of the world to developing and running a national web-based academic assessment center. A unique feature of this study is that it involves organizational professionals as opposed to students. Data was collected from face-to-face and telephone interviews, group discussions and e-mail correspondences. Data collection extended to several months beyond the end of the training sessions. Using grounded theory techniques, the data was analyzed using "a general method of (constant) comparative analysis". Data was collected and coded simultaneously over the course of the training sessions, with subsequent coding confirming, refining, extending and modify the data. The data showed very clearly that the facilitators considered it essential to build some level of personal relationship with their virtual team members before commencing a virtual working relationship. Further, a unifying framework of three inter-related theoretical steps in the overall process a virtual facilitator goes through when building relationships with virtual team members was inductively derived from this study. These three steps are Assessing Conditions, Choosing Level of Relationship, and Creating Strategies. This study is the first to identify the steps a virtual team facilitator undertakes when building relationships with virtual team members. It has implications for virtual team practice, research and training.</p>

scholarly journals Methodological Strategies for Studying Documentary Planning Work

2013 ◽  
Author(s):  
Pamela J. McKenzie ◽  
Elisabeth Davies ◽  
Lola Wong
Keyword(s):  
Data Collection ◽  
Everyday Life ◽  
Time Management ◽  
Structured Interviews ◽  
Pilot Testing ◽  
Life Planning ◽  
Collecte De Données ◽  
Collection Strategies

This paper reports on the pilot testing of data collection strategies for a study of the complex and idiosyncratic document work involved in everyday life planning and time management. We describe two iterations of two data collection strategies, in-depth semi-structured interviews and photography of individual documents and document collections.Cette communication présente un projet pilote de stratégies de collecte de données pour l'étude du travail documentaire complexe et idiosyncratique nécessaire à la planification et à la gestion du temps au quotidien. Seront présentées deux itérations de deux stratégies de collecte de données : les entrevues en profondeur semi-structurées et la photographie de documents individuels et de collections de documents.

THE RESEARCH OF THE EVOLUTION OF TRADITIONAL ARTS USING GROUNDED THEORY DURING COVID-19

2020 ◽  
Author(s):  
Mădălina Căpraru
Keyword(s):  
Grounded Theory ◽  
Data Collection ◽  
Qualitative Methodology ◽  
Theory Approach ◽  
Structured Interviews ◽  
Quality Of Data ◽  
Face To Face ◽  
On Line ◽  
Traditional Arts ◽  
The Impact

Studying the evolution of traditional arts in the XXI century brings with it the need to take into account a series of other concepts that are somewhat new in the study of traditional cultures, namely: pseudo-traditions and traditional kitsch, and also of already existing concepts such as the process of traditionalization and the adapting process of traditional arts. To better define these new concepts and to understand the reason behind the change in the traditional arts, I have chosen to use a grounded theory approach to the research to highlight and point out the reason and process behind the adaption and evolution of traditional arts. The method I intend to use to collected data is in-depth interviewing combined with the observation of the interviewee in his environment or surrounded by his creations. But the Covid-19 pandemic has overthrown the data collection plans. In this article I want to emphasize the impact of the Covid-19 pandemic has on data collection and analysis, impacting the result of the research overall. The Covid-19 pandemic has forced me to reassess the data collection method approach. The in-depth interviews have transformed into semi-structured or even structured interviews, with the interviewee being able to easily avoid sensitive or disliked questions. It also takes the possibility of the researcher to analyze the behavior or reactions of the interviewee, limiting the data analyzed. The difference between the quality of data collected from face-to-face interviews compared to telephone or on-line interviewing is emphasized by the degree of the interviewee’s openness when discussing sensitive subjects, the predominance of non-opinion answers or evasive ones. In this article I want to emphasize the effect of the pandemic on the research of traditional arts using a qualitative methodology. Although on-line video interviews offer a closer to face-to-face interview experience, the interviewee is more prone to avoiding sensitive subjects or ending the interview altogether.

scholarly journals A Grounded Theory of Virtual Facilitation: Building Relationships with Virtual Team Members

2021 ◽  
Author(s):  
◽  
David J Pauleen
Keyword(s):  
Grounded Theory ◽  
Data Collection ◽  
Training Program ◽  
Virtual Teams ◽  
Training Programs ◽  
Action Learning ◽  
Virtual Team ◽  
Building Relationships ◽  
Team Members ◽  
Team Project

<p>The purpose of this study was to develop a deeper understanding of the issues facing virtual team facilitators as they implement and facilitate virtual teams. The study asked the following research question: How do facilitators of virtual teams build relationships with their virtual team members? Because virtual teams are a new form of highly dynamic and ambiguous collaborative interaction, a major challenge of this study was the need to generate relevant data and analyze it in an appropriate manner. To achieve this, a research framework involving a training program format was instituted based on methods developed in Action Learning (AL), with data collection and analysis based on grounded theory approaches (Glaser and Strauss, 1967). The AL-based 'virtual team facilitation' training program used in this study was designed to achieve the following three goals: to generate interest and incentive for would-be participants, to give participants information and skills to initiate and facilitate their own virtual teams, and to generate data for analysis. After being recruited, participants were broadly interviewed to determine their prior experience with virtual teams and their perceived needs and concerns in implementing and facilitating their own virtual team. The researcher then developed a ten-week training program to meet these needs. A pilot program and two subsequent training programs were held. During the training programs, each participant planned for, or actually initiated and facilitated a virtual team within their own organizational context. Every two weeks the participants met with the researcher to investigate issues related to initiating and facilitating virtual teams and to discuss issues that were arising in their own virtual teams. In all seven participants from a variety of New Zealand organizations took part in the study. The seven participants formed a diverse group, from the managing director of a one-man, global virtual organization who worked exclusively in global virtual team settings to a self-employed consultant managing a local virtual work team. The participants were in various stages of their virtual team lifecycle, from planning through initiation to full-scale facilitation and evaluation of a just-completed virtual team project. The participants' virtual team project tasks ranged from managing a political campaign on the other side of the world to developing and running a national web-based academic assessment center. A unique feature of this study is that it involves organizational professionals as opposed to students. Data was collected from face-to-face and telephone interviews, group discussions and e-mail correspondences. Data collection extended to several months beyond the end of the training sessions. Using grounded theory techniques, the data was analyzed using "a general method of (constant) comparative analysis". Data was collected and coded simultaneously over the course of the training sessions, with subsequent coding confirming, refining, extending and modify the data. The data showed very clearly that the facilitators considered it essential to build some level of personal relationship with their virtual team members before commencing a virtual working relationship. Further, a unifying framework of three inter-related theoretical steps in the overall process a virtual facilitator goes through when building relationships with virtual team members was inductively derived from this study. These three steps are Assessing Conditions, Choosing Level of Relationship, and Creating Strategies. This study is the first to identify the steps a virtual team facilitator undertakes when building relationships with virtual team members. It has implications for virtual team practice, research and training.</p>

Model Kaderisasi Anggota Partai Politik Islam dalam Membentuk Pemimpin Islami

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Muhammad Saiful Haq AlFaruqy ◽  
Ahmad Sarbini ◽  
Asep Iwan Setiawan
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Structured Interviews ◽  
The West ◽  
West Java ◽  
Qualitative Descriptive

Penelitian ini dilakukan untuk mengentahui tugas pokok Bidang Kaderisasi DPW PKS Jawa Barat, untuk mengetahui proses tahapan dan sistem model kaderisasi PKS yang marhalah (berjenjang), untuk mengetahui dan mendapatkan data dalam memebentuk kader pemimpin Islami Bidang Kaderisasi DPW PKS Jawa Barat. Metode yang digunakan dalam penelitian ini ialah deskrptif kualitatif dengan tekinik pengeumpulan data berupa wawancara terstrurktur, observasi, dan studi dokumentasi.. Hasil dari penelitian ini menunjukan bahwa model kaderisi dalam menciptakan pemimpin Islami melalui tahapan-tahapan pembinaan kader yang marhalah (berjenjang). Yaitu, Pertama, ta’lim proses pembelajaran yang mana bertujuan para kader diberikan kurikulum kaderisiasi partai. Kedua, Tandzhim yang mana setelah pembelajaran diharapkan para kader dapat mengasah dan mengimplementasikan hasil kurikulum kaderisasi. Ketiga, taqwin para kader harus dapat menginternalisasi ajaran Islam dalam partai maupun kehidupan berbangsa dan bernegara. This research was conducted to identify the main tasks of the West Java PKS DPW Cadre Field Division, to find out the stages and stages of the PKS cadre model model that is marhalah (tiered), to find out and obtain data in forming the Islamic leaders cadre of the West Java PKW DPW Cadre. The method used in this study is a qualitative descriptive with data collection techniques in the form of structured interviews, observations, and documentation studies. The results of this study indicate that the cadre model in creating Islamic leaders through the stages of training cadres who are marhalah (tiered). That is, First, ta'lim the learning process in which the cadres aim to be given a party cadre curriculum. Second, Tandzhim which after learning is expected that the cadres can hone and implement the results of the regeneration curriculum. Third, taqwin of cadres must be able to internalize the teachings of Islam in the party and the life of the nation and state.

Online, Asynchronous Data Collection in Qualitative Research

2019 ◽  
pp. 442-467
Author(s):  
Tracy Spencer ◽  
Linnea Rademaker ◽  
Peter Williams ◽  
Cynthia Loubier
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Face To Face ◽  
Research Outcomes ◽  
Data Collection Strategy ◽  
Time Distance ◽  
Privacy Issues

The authors discuss the use of online, asynchronous data collection in qualitative research. Online interviews can be a valuable way to increase access to marginalized participants, including those with time, distance, or privacy issues that prevent them from participating in face-to-face interviews. The resulting greater participant pool can increase the rigor and validity of research outcomes. The authors also address issues with conducting in-depth asynchronous interviews such as are needed in phenomenology. Advice from the field is provided for rigorous implementation of this data collection strategy. The authors include extensive excerpts from two studies using online, asynchronous data collection.

Improvement in Total and Face-to-Face Provider Time in a Multidisciplinary Craniofacial Team Clinic: An Interventional Study

2021 ◽  
pp. 105566562110217
Author(s):  
Alexis C. Wood ◽  
C. Alejandra Garcia de Mitchell ◽  
Ruchi Kaushik
Keyword(s):  
Data Collection ◽  
Cleft Palate ◽  
Outcome Measures ◽  
Clinic Visit ◽  
Visit Time ◽  
Time Data ◽  
Interventional Study ◽  
Face To Face ◽  
Before And After ◽  
Total Visit

Objective: Identify factors contributing to time a family spends in a Multidisciplinary Craniofacial Team Clinic (MDCT) and implement an intervention to reduce this time. Design: Interventional: a restructuring of clinics to serve those patients requiring fewer provider encounters separately. Setting: An American Cleft Palate-Craniofacial Association-accredited MDCT in an academic children’s hospital. Patients/Participants: One hundred sixty-seven patients with craniofacial diagnoses. Interventions: Time data were tabulated over ∼2 years. Following 9 months of data collection, patients requiring fewer provider encounters were scheduled to a separate clinic serving children with craniosynostosis, and data were collected in the same fashion for another 14 months. Main Outcome Measures: Principal outcome measures included total visit time and proportion of the visit spent without a provider in the room before and after clinic restructuring. Results: The average time spent by family in a clinic session was 161.53 minutes, of which 64.3% was spent without a provider in the room. Prior to clinic restructuring, a greater number of provider encounters was inversely associated with percentage of time spent without a provider ( P < .001). Upon identifying this predictor, scheduling patients who needed fewer provider encounters to a Craniosynostosis Clinic session resulted in reduction in absolute and percentage of time spent without a provider ( P < .001). Conclusions: The number of provider encounters is a significant predictor of the proportion of a clinic visit spent without a provider. Clinic restructuring to remove patient visits that comprise fewer provider encounters resulted in a greater percentage of time spent with a provider in an MDCT.

scholarly journals Telling Our Stories: Resilience during Resettlement for African Skilled Migrants in Australia

2021 ◽  
Vol 18 (8) ◽  
pp. 3954
Author(s):  
Lillian Mwanri ◽  
Leticia Anderson ◽  
Kathomi Gatwiri
Keyword(s):  
Cultural Values ◽  
South Australia ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Face To Face ◽  
Health And Wellbeing ◽  
African Migrants ◽  
Cultural Expectations ◽  
The Social ◽  
Resilience Factors

Background: Emigration to Australia by people from Africa has grown steadily in the past two decades, with skilled migration an increasingly significant component of migration streams. Challenges to resettlement in Australia by African migrants have been identified, including difficulties securing employment, experiences of racism, discrimination and social isolation. These challenges can negatively impact resettlement outcomes, including health and wellbeing. There has been limited research that has examined protective and resilience factors that help highly skilled African migrants mitigate the aforementioned challenges in Australia. This paper discusses how individual and community resilience factors supported successful resettlement Africans in Australia. The paper is contextualised within a larger study which sought to investigate how belonging and identity inform Afrodiasporic experiences of Africans in Australia. Methods: A qualitative inquiry was conducted with twenty-seven (n = 27) skilled African migrants based in South Australia, using face-to-face semi-structured interviews. Participants were not directly questioned about ‘resilience,’ but were encouraged to reflect critically on how they navigated the transition to living in Australia, and to identify factors that facilitated a successful resettlement. Results: The study findings revealed a mixture of settlement experiences for participants. Resettlement challenges were observed as barriers to fully meeting expectations of emigration. However, there were significant protective factors reported that supported resilience, including participants’ capacities for excellence and willingness to work hard; the social capital vested in community and family support networks; and African religious and cultural values and traditions. Many participants emphasised their pride in their contributions to Australian society as well as their desire to contribute to changing narratives of what it means to be African in Australia. Conclusions: The findings demonstrate that despite challenges, skilled African migrants’ resilience, ambition and determination were significant enablers to a healthy resettlement in Australia, contributing effectively to social, economic and cultural expectations, and subsequently meeting most of their own migration intentions. These findings suggest that resilience factors identified in the study are key elements of integration.

Sign in / Sign up

Export Citation Format

Share Document