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The COVID-19 pandemic has led to the disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. The sudden switch from classroom blackboards to laptop screens may have influenced students’ study approaches, especially with challenges related to technology access and readiness for online learning among Indian students. Since different social and economic factors bring about differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students at Indira Gandhi National Open University to examine how technology access during the pandemic influenced the study approaches of Indian DL students from various marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than did their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was associated with a surface approach to study among the DL students in general and the marginalized students in particular. Females in the marginalized group were found to be at risk in terms of both access to technology and study approaches. The findings were intended to enrich our understanding of the role of technology vis-à-vis distance learners’ study approaches during the pandemic and formulate appropriate teaching-learning strategies for the future.

Keywords: marginalization, technology access, online learning, approaches to study, distance students, open and distance learning

In an organizational context marked by the massive deployment of teleworking platforms, document and records management practices are becoming increasingly heterogeneous. The absence of a genuine harmonization of such practices creates challenges in terms of recorded information retrieval, whether for the purposes of business processes, transparency or accountability. One solution to tackle these challenges is to use artificial intelligence features to manage recorded information. This article sheds light on how artificial intelligence could be integrated into document and records management practices, highlighting the governance mechanisms that need to be put in place to this end.

Keywords: records management, gestion documentaire, document management, intelligence artificielle, artificial intelligence, télétravail, transformation numérique, teleworking, digital transformation, gouvernance, governance

This article explores the relationship between digital environments and adverse mental health effects. I begin by operationalizing key terms including social media and loneliness, before moving to relevant literature on social media use and mental health. Next, I unpack R.D. Laing’s notion of confirmation and disconfirmation, which serves as a backdrop for thinking through online social interaction. Finally, putting Burke in conversation with Laing, I discuss the role that embodiment plays in social presence and argue that experiences of loneliness may be, contrary to claims by social media firms and techno-enthusiasts, heavily influenced by the inevitable disconfirmation that occurs in digitally mediated communication environments.

Keywords: social media, loneliness, R.D. Laing, Kenneth Burke, confirmation

Keywords: communauté de pratique, interordre, étude de cas, participation, réification

Only by holding early printed books can students learn both the strangeness of the past and its oddly familiar struggle with technological innovation. Even partial collections like the one at the University of Victoria have enough rare books to serve these purposes. But how do we teach book culture and intellectual history when we do not have multiple or even representative books from many authors, countries, and sometimes whole decades? We adopt a curatorial teaching model that invites students to find, select, and chart a narrative through the materials that we do have. This article describes our curatorial projects in the hope that others will undertake similar endeavours. It also explains how the very partiality of our collection has generated wonderful opportunities for students to learn not just book history but also the history of Canadian universities, libraries, collectors, and Renaissance studies.

During the COVID-19 pandemic, refugee women in the United States faced significant challenges to sustain their livelihoods, such as losing jobs and health care, becoming essential workers, and finding oneself again in unprecedented situations of limited mobility. These impacts reflect dynamics in migrant health literacy including language proficiency (skills-based approaches) as well as experiences, identities, and power relations in society (socio-cultural approaches). In this article, I explore these dynamics through a gender perspective with a focus on intra-familial health brokering, empowerment-based health education, and health information mapping by drawing on ethnographic research from Portland, Oregon. This includes interviews with 15 refugee women and representatives of organizations working in the context of migration as well as observations of service-providing community efforts. My interviews and observations demonstrate that disruptions in language learning, socio-cultural barriers, and limited access to health-related information resources have posed significant challenges to refugee women’s livelihoods during the pandemic. I suggest that English as a Second Language (ESL) classes can be imperative in addressing these challenges as the classes provide a space for language learning, intercultural dialogue, and information sharing in gender-responsive ways.

Keywords: refugee women, health literacy, English as a Second Language, ESL, COVID-19

This study focuses on school objects from the perspective of the recollection of the students who used them. The data come from the responses to a survey about the favourite school object and the reasons for choosing it. The 285 objects mentioned by the 252 respondents were first grouped into 12 categories according to the object and then according to their social or cultural nature. The reasons given for the choice were classified into four categories to facilitate the analysis of the emotions elicited by these objects. The main results show that school objects are more than objects, they communicate ideas, imply values, and provoke emotions. Objects should be analysed in terms of their use and the reasons why they are remembered, which often involve personal relationships. New ways of approaching memories of these objects by educational historians are suggested.

Keywords: material culture, cultura material, culture matérielle, history of education, historia de la educación, histoire de l'éducation, cultura escolar, culture scolaire, school culture, élèves, pupils, alumnos, tournant affectif, affective turn, giro afectivo

This study focused on the development and validation of the Sense of Online Community Scale (SOCS), which includes 28 Likert-type scale items across six subscales: (a) program community, (b) program academic activities, (c) program social activities, (d) institutional academic activities, (e) institutional social activities, and (f) affiliation. The validation process included an implementation with 293 learners enrolled in online programs at a higher education institution in the eastern United States. The model was evaluated with and without outliers, and results show that the model aligned well with the SOCS. The means of all items except one exceeded 3.5 on a 5.0 scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Time in an online program was not a statistically significant predictor of the validation model, though most of our participants were in the first or second year of their degree programs. Findings demonstrate that the SOCS is a reliable and valid instrument that other researchers may use to investigate community in online environments on both the program and the institutional level.

Keywords: online community, online students, online learning, confirmatory factor analysis, higher education

The majority of studies on the student-teacher relationship (TSR) have been conducted mainly with primary and secondary students. Studies of post-secondary students are much less numerous, despite the importance of the impact the TSR can have on them. The goal is to explore the scientific literature that focuses specifically on the measurement of the TSR in order to identify the relevant assessment tools for the post-secondary context. The results show that the majority of researchers use self-reported questionnaires to measure the concept of TSR. However, there is no consensus on how to operationalize this concept. For some authors, TSR is a multidimensional construct, while others suggest the possibility of a two-dimensional or even a one-dimensional construct.

Keywords: Teacher-student relationship, Relation pédagogique, postsecondary, postsecondaire, measuring tools, outils de mesure