Standing strong amid a pandemic: How a global online team project stands up to the public health crisis
Impacto
Scholar |
Otros documentos de la autoría: Logemann, Minna; Aritz, Jolanta; Cardon, Peter; Swartz, Stephanie; Elhaddaoui, Terri; Getchell, Kristen; Fleischmann, Carolin; Helens-Hart, Rose; Li, Xiaoli; Palmer-Silveira, Juan; Ruiz-Garrido, Miguel F.; Springer, Scott; Stapp, James
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
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INVESTIGACIONMetadatos
Título
Standing strong amid a pandemic: How a global online team project stands up to the public health crisisAutoría
Fecha de publicación
2022-05Editor
Wiley; British Educational Research Association (BERA)ISSN
0141-1926; 1469-3518Cita bibliográfica
Logemann, M., Aritz, J., Cardon, P., Swartz, S., Elhaddaoui, T., Getchell, K., Fleischmann, C., Helens-Hart, R., Li, X., Palmer-Silveira, J. C., Ruiz-Garrido, M., Springer, S., & Stapp, J. (2022). Standing strong amid a pandemic: How a global online team project stands up to the public health crisis. British Journal of Educational Technology, 53, 577– 592. https://doi.org/10.1111/bjet.13189Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13189Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 ... [+]
The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education. [-]
Publicado en
Br J Educ Technol. 2022;53:577–592Derechos de acceso
© British Educational Research Association
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
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