American Journal of Distance Education最新文献_第9页

Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment  在以虚拟环境为中心的领导力项目中催化“团队性”

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2057091

Claudia S P Fernandez, Lia Garman, Cheryl C. Noble, Katherine Donnald, Suzanne E. Singer, Gaurav Dave, Giselle Corbie

{"title":"Catalyzing “Cohortness” in Leadership Programs Pivoting to a Virtual Environment ","authors":"Claudia S P Fernandez, Lia Garman, Cheryl C. Noble, Katherine Donnald, Suzanne E. Singer, Gaurav Dave, Giselle Corbie","doi":"10.1080/08923647.2022.2057091","DOIUrl":"https://doi.org/10.1080/08923647.2022.2057091","url":null,"abstract":"ABSTRACT Leadership training commonly brings individuals or teams together in face-to-face settings to network and build their skills in groups referred to as “cohorts.” The pandemic of 2020 forced leadership training programs to be held virtually, bringing into question how programs could foster a sense of “cohortness,” or a collegial sense of group identity, even when the participants could not meet face-to-face. For this study, two programs, the Clinical Scholars (CS) program (n = 34), and the Food Systems Leadership Institute (FSLI) (n = 23), collaborated to explore how participants expecting an in-person program responded to adaptations made for a virtual launch of their program and how connected they felt to their fellow classmates. Analysis of qualitative and quantitative data showed that prior to attending each program, fewer than half of participants expected to feel slightly to very connected as a cohort. At program completion, 96% reported feeling slightly to very connected. Both CS and FSLI participants ranked 1) Frequent small group exercises, 2) small group ice breakers, 3) Team introductions prior to the retreat 4) Virtual orientation as the top activities contributing to their sense of being a cohort. Although the pandemic will pass, the insights gained from examining how to foster professional networks and a collegial sense of group identity (“cohortness”) among virtually convened participants can benefit leadership development programs that must continue to meet virtually for financial or other reasons and can benefit those programs, which eventually resume in-person convenings. ","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49528491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Análisis sistémico de la educación a distancia escolar peruana en el entorno de la COVID-19 COVID-19环境下秘鲁学校远程教育的系统分析

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2073745

Mauro Marino-Jiménez, Lizlaleyne Ramírez-Rodríguez

引用次数: 2

A Contemporary Snapshot of Distance Education Practice 远程教育实践的当代快照

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2077547

W. Diehl

引用次数: 0

Hablar Personalmente–con Santiago Acosta Aide 亲自与圣地亚哥·阿科斯塔·艾德交谈

IF 3.2

American Journal of Distance Education Pub Date : 2022-04-03 DOI: 10.1080/08923647.2022.2065148

Santiago Acosta Aide, Francisco Cervantes Pérez

引用次数: 0

“I’m Not Trying to Recreate the Classroom”: A Qualitative Study to Help Faculty Make Sense of Online Interactions “我不是在重建课堂”:一项帮助教师理解在线互动的定性研究

IF 3.2

American Journal of Distance Education Pub Date : 2022-03-08 DOI: 10.1080/08923647.2022.2049150

A. Samuel

引用次数: 2

Social Network Interaction and Self-regulated Learning Skills: Community Development in Online Discussions 社交网络互动与自律学习技能：网络讨论中的社区发展

IF 3.2

American Journal of Distance Education Pub Date : 2022-02-24 DOI: 10.1080/08923647.2022.2041330

Cherng-Jyh Yen, C. Tu, E. E. Ozkeskin, Hoda Harati, Laura E. Sujo-Montes

引用次数: 2

In-Person or Virtual Training?: Comparing the Effectiveness of Community-Based Training 现场培训还是虚拟培训?:比较社区培训的有效性

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-31 DOI: 10.1080/08923647.2022.2029090

G. Gross, Rui Ling, Brad Richardson, Nayong Quan

引用次数: 5

Student Experiences in Pre-COVID Virtual Internships: Integration, Barriers, Motivation Challenges, Supportive Supervisors, and Intern Growth covid - 19前虚拟实习的学生体验:整合、障碍、激励挑战、支持性主管和实习生成长

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-30 DOI: 10.1080/08923647.2022.2034399

Ian Baker, Dan Fitzpatrick

引用次数: 3

COVID-19 and Student Perceptions toward a Swift Shift in Learning Format: Does Experience Make a Difference? 新冠肺炎和学生对学习方式快速转变的看法：经验会产生影响吗？

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-09 DOI: 10.1080/08923647.2021.2013749

J. E. Pettigrew, Pauline A. Howes

{"title":"COVID-19 and Student Perceptions toward a Swift Shift in Learning Format: Does Experience Make a Difference?","authors":"J. E. Pettigrew, Pauline A. Howes","doi":"10.1080/08923647.2021.2013749","DOIUrl":"https://doi.org/10.1080/08923647.2021.2013749","url":null,"abstract":"ABSTRACT This study examined university students’ response to the sudden change from face-to-face to emergency remote education (ERE) and the impact of the COVID-19 pandemic on their educational experience in spring 2020 through the lens of self-determination and adaptability. Results of a survey of 3,747 college students showed an overwhelming majority perceived a negative impact on their education, their grades and motivation to do academic work. The pandemic also created personal health and financial concerns that affected students and their studies. Statistically significant results found that experience – with fully online learning and as a college student – made a difference in how students responded to COVID-19 and the class format change. Chi-square analysis showed that students who had not taken a fully online class were more likely to have concerns related to COVID-19 and the class format change than those who had done so. In addition, the percentage of students expressing concerns about the effects of the pandemic on their education declined with each year in college, but high numbers of students were still affected","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Liderazgo Y Tensiones En La Universidad: El Reto De Integrar La Educación Digital 大学的领导和压力：整合数字教育的挑战

IF 3.2

American Journal of Distance Education Pub Date : 2022-01-02 DOI: 10.1080/08923647.2022.2027687

Albert Sangrá, Deborah Arnold, Josep Gallifa

{"title":"Liderazgo Y Tensiones En La Universidad: El Reto De Integrar La Educación Digital","authors":"Albert Sangrá, Deborah Arnold, Josep Gallifa","doi":"10.1080/08923647.2022.2027687","DOIUrl":"https://doi.org/10.1080/08923647.2022.2027687","url":null,"abstract":"ABSTRACT The university is facing, once again, a deep transformation process. On this occasion, the continuous increase in the digital dimension of society and its consequent impact on teaching and research plays a fundamental role. The effects of the pandemic, which have made digital education the only option to avoid the complete interruption of higher education in most of the world, have further accentuated this impact. This article combines two investigations. A qualitative one on the rationale behind the transformation processes of the university, analyzing in-depth interviews with eleven international university experts, who identified ten tensions that the university is experiencing at this time. The other one is a mixed methodology study that, based on three case studies located in three universities, determines the leadership literacies necessary for the integration of digital education in the transformation process of universities. The results make it possible to relate the leadership competencies necessary to solve the ten tensions raised, concluding with the importance of developing these leadership literacies for digital education proposed by the DELLHE framework.","PeriodicalId":46327,"journal":{"name":"American Journal of Distance Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47225668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4