A literature review of mentorship programs in academic nursing.

At James Cook University, a core first-year subject within the Bachelor of Education, Foundations of Sustainability in Education (FSE), sees students investigate the underlying science and complexity of socioecological challenges through inquiry, place-based learning, experimentation and consideration of classroom practice. Given that this subject is delivered across modes, a blended learning approach that encompasses an innovative use of learning technologies and careful consideration of pedagogy provides opportunity for both on-campus and online students to engage in active, learner-centred, collaborative, experiential and praxis-oriented learning experiences (Wals & Jickling, 2002). In this paper, we draw upon Pittaway's (2012) engagement framework and Herrington, Herrington, Oliver, Stoney and Willis's (2001) guidelines for quality online courses to explore students' perceptions and experiences of FSE. We investigate how a blended learning design can support the development of a robust foundational knowledge base in science and sustainability education, and engagement in active, experiential and praxis-oriented learning experiences for first year online students. This paper furthers the discussion around best pedagogical practice and blended learning design for science and sustainability education in online preservice teacher education, and in other disciplines in teacher education that call for hands-on learning experiences in an online environment.

/pdf/promoting-online-students-engagement-and-learning-in-science-34ipqpxbnq.pdf

Promoting online students’ engagement and learning in science and sustainability preservice teacher education

/pdf/learner-satisfaction-in-online-learning-an-analysis-of-the-btqh85q2l6.pdf

Learner Satisfaction in Online Learning: An Analysis of the Perceived Impact of Learner-Social Media and Learner-Instructor Interaction

This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and web-conferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments.
Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
Cet article presente les resultats qualitatifs d’une etude de recherche a methodes mixtes menee dans trois etablissements canadiens d’etudes superieures. L’etude, intitulee « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des experiences d’enseignement et d’apprentissage de professeurs et d’etudiants ainsi que leurs perceptions des avantages et des defis de l’apprentissage electronique. Chose importante, l’apprentissage electronique a ete conceptualise pour que soient integres la pedagogie, la technologie educative et l’emploi d’internet pour former des environnements d’enseignement et d’apprentissage. Sur la base de cette definition, les participants se sont penches sur l’apprentissage electronique par rapport a un ou plusieurs des contextes suivants : la salle de classe en situation de face-a-face, ou des technologies educatives (par ex. systemes de gestion de l’apprentissage, video-conferences et conferences web, appareils mobiles) sont utilisees, des environnements mixtes ou optimises par le web et des environnements d’apprentissage entierement en ligne.
Les donnees recueillies lors de l’etude comprennent des donnees d’enquete (n=1377 pour les etudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les etudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les etudiants, n=33 pour les professeurs). Les deux derniers ensembles de donnees constituent la base de cet article. Quatre themes principaux ont ete mis en lumiere en fonction des reponses des etudiants et des professeurs. Representes par l’acronyme HIDI, les themes comprennent la connexion humaine (H), le soutien par technologie de l’information (I), le design (D) et l’infrastructure institutionnelle (I). Ces themes et sous-themes sont presentes dans l’article et sont accompagnes d recommandations a l’intention des educateurs et des administrateurs qui souhaitent faire de l’apprentissage electronique une experience pedagogique significative tant pour les apprenants que pour leurs professeurs.

https://files.eric.ed.gov/fulltext/EJ1045977.pdf

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning


Purpose
The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.


Design/methodology/approach
The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.


Findings
The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.


Research limitations/implications
The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.


Originality/value
This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.


Educational metaverse: an exploration and practice of VR wisdom teaching model in Chinese Open University English course

Most schools of nursing utilize technology to deliver courses, and entire curricula, through a combination of face to face (f2f), web-enhanced, and fully online strategies. Challenges associated with course delivery may include geographic and technological barriers, lack of instructional design support, inconsistent, inadequate or unreliable support infrastructure, and varying degrees of faculty and student experiences with learning management systems. 

The purpose of this exploratory study was to evaluate student and faculty satisfaction with two courses structured using a pedagogical framework; identify advantages and disadvantages of the courses; and identify instructional design recommendations for implementation of the framework. Based on results from the study, there is evidence to support use of the ICARE framework in structuring quality, satisfying courses from both student and faculty perspectives.

/pdf/evaluating-student-and-faculty-satisfaction-with-a-26qyonr696.pdf

Evaluating Student and Faculty Satisfaction with a Pedagogical Framework

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. \n \nOf note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. \n \n \nCet article decrit un modele de formation du personnel enseignant intitule « highly relevant mentoring (HRM) » (mentorat haute efficacite); ce modele comprend une structure et des strategies pratiques visant a combler les besoins en formation du corps professoral d’une faculte offrant des cours en reseau. L’article souligne la necessite d’un appui facultaire et administratif au HRM et etudie les theories pertinentes pouvant servir a guider le HRM dans des milieux d’enseignement en reseau. \n \nOn notera que le HRM a ete concu par l’equipe de conception de materiel pedagogique qui a contribue a cet article avant l’apparition, dans les publications recentes (2009), du concept de « high impact mentoring » (mentorat a haut rendement). Bien que ce dernier modele convienne a diverses disciplines et professions, les exemples et les scenarios fournis ici sont tires de l’experience d’utilisation du HRM dans une universite canadienne, conjointement a une approche pedagogique appelee ICARE, dans une variete de cours et de programmes de sciences infirmieres.

/pdf/highly-relevant-mentoring-hrm-as-a-faculty-development-model-ke0cx0frnx.pdf

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction.

This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. 

Of note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. 


Cet article decrit un modele de formation du personnel enseignant intitule « highly relevant mentoring (HRM) » (mentorat haute efficacite); ce modele comprend une structure et des strategies pratiques visant a combler les besoins en formation du corps professoral d’une faculte offrant des cours en reseau. L’article souligne la necessite d’un appui facultaire et administratif au HRM et etudie les theories pertinentes pouvant servir a guider le HRM dans des milieux d’enseignement en reseau. 

On notera que le HRM a ete concu par l’equipe de conception de materiel pedagogique qui a contribue a cet article avant l’apparition, dans les publications recentes (2009), du concept de « high impact mentoring » (mentorat a haut rendement). Bien que ce dernier modele convienne a diverses disciplines et professions, les exemples et les scenarios fournis ici sont tires de l’experience d’utilisation du HRM dans une universite canadienne, conjointement a une approche pedagogique appelee ICARE, dans une variete de cours et de programmes de sciences infirmieres.

/pdf/highly-relevant-mentoring-hrm-as-a-faculty-development-model-ey58bngxok.pdf

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction / Highly Relevant Mentoring (HRM) (mentorat haute efficacité), un modèle de formation du corps professoral à l’enseignement en réseau

Most schools of nursing utilize technology to deliver courses, and entire curricula, through a combination of face to face (f2f), web-enhanced, and fully online strategies. Challenges associated with course delivery may include geographic and technological barriers, lack of instructional design support, inconsistent, inadequate or unreliable support infrastructure, and varying degrees of faculty and student experiences with learning management systems. The purpose of this exploratory study was to evaluate student and faculty satisfaction with two courses structured using a pedagogical framework; identify advantages and disadvantages of the courses; and identify instructional design recommendations for implementation of the framework. Based on results from the study, there is evidence to support use of the ICARE framework in structuring quality, satisfying courses from both student and faculty perspectives.

Student & Faculty Satisfaction with a Pedagogical Framework

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Evaluating Student and Faculty Satisfaction with a Pedagogical Framework

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction.

Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction / Highly Relevant Mentoring (HRM) (mentorat haute efficacité), un modèle de formation du corps professoral à l’enseignement en réseau

Student & Faculty Satisfaction with a Pedagogical Framework