scholarly journals The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review

10.2196/26251 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e26251
Author(s):  
Chloe Louanne Jordan ◽  
Thillainathan Sathaananthan ◽  
Leo Anthony Celi ◽  
Linda Jones ◽  
M Abdulhadi Alagha
Keyword(s):  
Appreciative Inquiry ◽  
Critical Review ◽  
Sense Of Self ◽  
Virtual Learning ◽  
Careful Consideration ◽  
Small Scale ◽  
Successful Implementation ◽  
Web Based ◽  
Supervisory Relationships ◽  
Student Relationship

Background Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. Objective The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. Methods A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. Results Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. Conclusions Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

scholarly journals The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review (Preprint)

2020 ◽  
Author(s):  
Chloe Louanne Jordan ◽  
Thillainathan Sathaananthan ◽  
Leo Anthony Celi ◽  
Linda Jones ◽  
M Abdulhadi Alagha
Keyword(s):  
Appreciative Inquiry ◽  
Critical Review ◽  
Sense Of Self ◽  
Virtual Learning ◽  
Careful Consideration ◽  
Small Scale ◽  
Successful Implementation ◽  
Web Based ◽  
Supervisory Relationships ◽  
Student Relationship

BACKGROUND Virtual supervisory relationships provide an infrastructure for flexible learning, global accessibility, and outreach, connecting individuals worldwide. The surge in web-based educational activities in recent years provides an opportunity to understand the attributes of an effective supervisor-student or mentor-student relationship. OBJECTIVE The aim of this study is to compare the published literature (through a critical review) with our collective experiences (using small-scale appreciative inquiry [AI]) in an effort to structure and identify the dilemmas and opportunities for virtual supervisory and mentoring relationships, both in terms of stakeholder attributes and skills as well as providing instructional recommendations to enhance virtual learning. METHODS A critical review of the literature was conducted followed by an AI of reflections by the authors. The AI questions were derived from the 4D AI framework. RESULTS Despite the multitude of differences between face-to-face and web-based supervision and mentoring, four key dilemmas seem to influence the experiences of stakeholders involved in virtual learning: informal discourses and approachability of mentors; effective virtual communication strategies; authenticity, trust, and work ethics; and sense of self and cultural considerations. CONCLUSIONS Virtual mentorship or supervision can be as equally rewarding as an in-person relationship. However, its successful implementation requires active acknowledgment of learners’ needs and careful consideration to develop effective and mutually beneficial student-educator relationships.

scholarly journals Listening to student voice-understanding student and faculty experience at two UK graduate entry programmes

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Abdulhadi Alagha ◽  
Linda Jones
Keyword(s):  
Sense Of Self ◽  
Field Analysis ◽  
Small Scale ◽  
Successful Implementation ◽  
Graduate Entry ◽  
Self Regulated Learning ◽  
Point Of Entry ◽  
Shortage Of Physicians ◽  
Elite Interviews ◽  
The Uk

Abstract Context Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes. Methods Two case studies were conducted at Imperial College and Scotland’s GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions. Results Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts. Conclusions Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

An Investigation of the Aerodynamic Response of a Wind Turbine Blade to Tower Shadow

2004 ◽  
Vol 126 (4) ◽  
pp. 1034-1040 ◽  
Author(s):  
Xabier Munduate ◽  
Frank N. Coton ◽  
Roderick A.McD. Galbraith
Keyword(s):  
Wind Turbine ◽  
Turbine Blade ◽  
Careful Consideration ◽  
Wind Turbine Blade ◽  
Small Scale ◽  
Force Coefficient ◽  
Velocity Deficit ◽  
Pressure Transducers ◽  
Aerodynamic Model ◽  
Tower Shadow

This paper presents results from a wind tunnel based examination of the response of a wind turbine blade to tower shadow in head-on flow. In the experiment, one of the blades of a small-scale, two-bladed, downwind turbine was instrumented with miniature pressure transducers to allow recording of the blade surface pressure response through tower shadow. The surface pressures were then integrated to provide the normal force coefficient responses presented in this paper. It is shown that it is possible to reproduce the measured responses using an indicially formulated unsteady aerodynamic model applied to a cosine wake velocity deficit. It is also shown that agreement between the model and the measured data can be improved by careful consideration of the velocity deficit geometry.

Presentation of Self in E-veryday Life: How People Labelled with Intellectual Disability Manage Identity as They Engage the Blogosphere

2008 ◽  
Vol 13 (4) ◽  
pp. 40-52 ◽  
Author(s):  
Alex McClimens ◽  
Frances Gordon
Keyword(s):  
Intellectual Disability ◽  
Mass Communication ◽  
Sense Of Self ◽  
Ease Of Use ◽  
Presentation Of Self ◽  
Web Based ◽  
Sociological Inquiry ◽  
Cultural Construct ◽  
Field Of Inquiry ◽  
The Web

Very little is known about the online habits of people labelled with intellectual disability. What little information there is focuses more on demographic descriptors rather than any analyses of issues specific to that group. Hence the vast majority of the literature is firmly focused on more generic issues as they affect the general population. Some very few disability dedicated studies, however, have examined homepages maintained by individuals who live with Down syndrome. Here at least is evidence of a field of inquiry that recognises there may be particular aspects of web based communications that deserve special interest. The dynamics of web based communications are fast moving and the relatively static homepage has subsequently given way to Web 2.0 technologies. Here the recent and exponential increase in the popularity of blogging as a means of mass communication has attracted much comment in both popular and specialist quarters. Its ease of use and near universal availability has prompted massive sociological inquiry. But again the profile of people living with intellectual disability is absent from the debate. Our study reports on a project in which adults with intellectual disability were assisted to access the web in general, and the ‘blogosphere’ in particular. Our focus is on the means and methods by which the participants were able to manage their off and online identities. We look at the language employed, the layouts used and the way the online messages and postings reflected or distorted the actual lived experiences of these proto-bloggers. Notions of authorship and audience also contribute to the debate as these issues raise questions about sense of self, disability as a cultural construct and our ability to negotiate the increasingly important virtual world of the web.

scholarly journals Implementing a ‘pedagogy of interruption’: worth the risk

2014 ◽  
Vol 11 (2) ◽  
pp. 115-141
Author(s):  
Aleya James
Keyword(s):  
Middle East ◽  
United Arab Emirates ◽  
Sense Of Self ◽  
Decision Makers ◽  
Small Scale ◽  
Tertiary Institution ◽  
Policy Makers ◽  
Government Documents ◽  
Educational Theorist ◽  
General Studies

This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.

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