Documents found
-
3331.More information
The COVID-19 pandemic has caused a sudden shift to distance learning. For many nursing students, distance learning is a new experience and an essential requirement if they hope to complete their programs. Two challenges that nursing students could face during e-learning are the lack of social presence and low satisfaction. This study aimed to assess students’ sense of community and satisfaction during e-learning and determine their impacts on academic achievement. This cross-sectional descriptive study used convenience sampling to collect data via a student satisfaction survey and a classroom community scale. There was a positive and significant correlation between the sense of community, total satisfaction with e-learning (p < .001), and academic achievement (p < .001). Academic achievement was positively and strongly correlated with satisfaction with teaching (p < .001), assessment (p < .001), generic skills and learning experiences (p < .001), and total satisfaction with e-learning (p < .001). Students who worked collaboratively with their classmates and were more engaged in their learning were more satisfied with e-learning and had higher academic achievement (p < .01). Female participants reported a strong sense of community and satisfaction with e-learning and greater academic achievement than males. Junior students perceived higher satisfaction scores and greater academic achievement (p < .01) than senior students. The findings of this study suggest that failing to meet student expectations can lead to low levels of student involvement. Students’ engagement and satisfaction are good indicators of the quality and effectiveness of online programs.
Keywords: satisfaction, students, distance learning, sense of community, academic achievement, Saudi Arabia
-
3332.More information
Almost a decade after the massive incorporation of technology into schools in Galicia, Spain based on 1:1 computing programs, where teachers and students have access to laptop computers, this study explored the effects of technology on the lives of children in situations of socio-cultural and economic exclusion. Three case studies were selected from two research projects. Each case study representing three individuals. These studies were analyzed through an ethnographic approach using in-depth interviews and participant observation. The constant comparative method was used, supported by ATLAS.ti 7 qualitative analysis software. The 1:1 policies excluded the family context and the development of digital competence was heavily dependent on the opportunities provided at school. The results indicated that these policies did not reduce inequality because advanced learning experiences with information and communication technology were not provided at school.
Keywords: Compétence numérique, digital competence, Alphabétisation numérique, digital literacy, primary education, Enseignement primaire, Exclusion, exclusion, Informatique individualisée 1:1, 1:1 computing
-
3333.More information
This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.
Keywords: out-of-class communication (OCC), extra-class communication (ECC), computer-mediated communication, teacher approachability, hybrid education, online teaching, online learning, course format
-
3334.
-
3335.More information
As public funding for higher education decreases and the cost to students to attend college increases, universities are searching for strategies that save students money while also increasing their chances for success. Using free online textbooks is one such strategy, and the OpenStax College initiative at Rice University is one of the most widely recognized producers of such materials. Through a mixed method approach, this article examines the student and faculty experiences of adopting and using an OpenStax textbook. With 1,299 student participants, it was found that students greatly value the quality, attributes, and the cost of the OpenStax Biology textbook, though minor concerns were raised about its online format. Faculty adoption of a free textbook provides unique opportunities for course redesign and improvement, and the approach employed in this course transformation context resulted in clearly articulated learning outcomes, a fully realized structure in the course's learning management system, and improvements to instructional practice. The student, faculty, and course benefits of this study offer a compelling argument for the adoption of high quality open education resources (OER) in public higher education contexts.
Keywords: open educational resources, OpenStax, biology, faculty development, course design
-
3336.More information
This article challenges public and private constructions of honour-related violence as they impact second-generation South Asian women and girls in Canada. While much has been written about the victims of honour killings, including high profile cases of young women killed by their families in Canada, considerably less attention and space has been given to second-generation South Asian Canadian women and girl's stories of survivance and resistance against honour-based violence (HBV). This paper moves towards storying processes of grieving and of witnessing public stories of HBV, and documents a collective writing process I undertook in collaboration with survivors of HBV. We shared narratives of grief and pain, and the power of collective storywork. The paper includes two letters that speak to the context in which second-generation South Asian women are embodying resistance and reclamation, and witnessing stories of grief, loss, love, and acceptance.
Keywords: honour based violence, witnesse, survivance, action based research
-
3337.More information
The influence of subjectivity on the process of selection of documents for digitization has not been studied in depth. The present study discusses subjective factors which underlie the choices of professionals engaged in digitization projects; it also offers a reflection on the way they make decisions related to selection and examines to what extent their personal viewpoints influence the process of selection. Interviews with five library and archives professionals reveal six recurring subjective factors. Documentation of the influence of these factors offers clarity and great understanding of digitized objects.
-
3338.More information
In this essay, the authors give voice to their process of adapting the French translation of Halfbreed by the nationally and internationally respected Métis author, storytelling, activist and Elder, Maria Campbell, for the audio book published by Prise de parole. With respect to the publisher's mandate of increasing the accessibility of French literature across Canada, a local team was assembled by Maria. We, the authors of this essay, were part of the team as creative director and narrator. Our process centered on ethics of storytelling, relational care, oralité, originality and local and cultural context. We demonstrate these considerations as our responsibility to Maria, the author of her story, the readers, and to our respective connections, experience and knowledge of place.
-
3339.More information
Responding to a controversy in the literature about the digital skill of digital natives, this exploratory qualitative study examines the beliefs of future high school teachers regarding students' digital skill. Interviews were conducted with 36 participants from three Quebec universities and subjected to thematic analysis. The results uncover that these future teachers consider digital skill to be generally poorly developed in secondary students, in its threefold technological, cognitive and ethical dimension. Building on other empirical research, the study contributes to nuancing the “discourse of the obvious” on students' digital skill and to enriching the structuring of a sociocritical approach to digital technologies in education.
Keywords: natifs du numérique, compétence numérique, croyances, futurs enseignants, digital natives, digital skill, beliefs, future teachers, nativo digital, competencia numérica, creencias, futuros maestros
-
3340.More information
In this article, we summarize research on Prince Edward Island where a Prince Edward Island teacher, identifying as an a/r/tographer, designed a digital and multiliteracies unit, as part of a directed studies course in her Master of Education program. Small in scope, this single participant case study was designed to give a fuller picture to three difficulties teachers often face when teaching new literacies. These are (1) applying multiliteracies theory, (2) thinking across literacies domains, and (3) assessing literacies holistically. Findings are derived from our six research conversations, and our discussion highlights the necessity of artistic ways of being and thinking for teacher education programs in the 21st century.