Volume 4, Issue 2, 2020
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Panagiotis Tzionas, International Hellenic University, Greece
Published online: 30 October 2020, JCETR, 4(2), pp. 1-2.
Abstract: This is the seventh publication of JCETR (volume 4, issue 2), finishing its fourth year of publication. In previous issues, this journal presented original refereed papers, both conceptual and research-based, focused both on educational management and on education practice & research. Volume 4, issue 2 focuses on furthering the journal’s scope and consolidating its position in both conceptual developments and practical applications in contemporary education theory and practice through the publication of another seven quality manuscripts; in line with current trends and the pandemic crisis, most articles in this issue deal with covid-19 impacts on education.
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FULL PAPERS
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Doctoral student reflections of blended learning before and during covid-19
Bradley D. F. Colpitts, Kwansei Gakuin University, Japan, Brandy L. Usick, University of Manitoba, Canada & Sarah Elaine Eaton, University of Calgary, Canada
Published online: 30 October 2020, JCETR, 4(2), pp. 3-11.
URN: urn:nbn:de:0111-pedocs-210289, DOI: 10.5281/zenodo.4247601
Abstract
Purpose: Οur study aimed to address the central research question: how were our experiences as graduate students in a blended learning professional doctoral program changed by the COVID-19 crisis? The study adds to a growing body of literature on blended learning graduate programs.
Methods: We employed action research as our central methodology and leveraged narrative inquiry to elevate our (students’) voices. The two participant-researchers responded to a series of questions supported by narrative reflections from their common academic supervisor. Emergent themes were identified in the data using narrative analysis techniques for coding qualitative data into themes. This was followed by a second phase of data collection and analysis after the emergence of the COVID-19 pandemic.
Results: Τhe researchers identified four themes within the data: 1. balancing doctoral work with professional and personal responsibilities; 2. cohort provides formal and informal support; 3. individuality of the experience; and 4. supervisory group support.
Implications: Οur study offers a number of key learnings that may benefit researchers studying blended learning programs. The key learnings suggest benefits to cohort-based, blended learning programs, as well as difficulties that may emerge in the individuality of the experience, when encountering crises, as well as more generally.
Keywords: blended learning, COVID-19, graduate education, online education, student experience
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E-learners’ satisfaction as predictors of online classroom community
Xi Lin, East Carolina University, USA, Yan Dai, Auburn University, USA, Hui Shi, East China Normal University, Chunmei Li, Guangdong University of Foreign Studies, China
Published online: 30 October 2020, JCETR, 4(2), pp. 12-19.
URN: urn:nbn:de:0111-pedocs-210318, DOI: 10.5281/zenodo.4256511
Abstract
Purpose: This study investigates Chinese college students’ satisfaction with using e-learning systems and its influences on their sense of online classroom community in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format during the COVID-19 pandemic.
Methods: A total number of 307 college students were recruited with 270 usable responses from a southeastern university in China. E-learner satisfaction measurement and Classroom Community Scale (both with a 5-point Likert-type scale) were used as the instruments to investigate the research questions. Descriptive statistical analysis and multiple regression analysis were conducted in SPSS.
Results: Results of the analysis show that Chinese college students’ satisfaction of using the e-learning system regarding the learner interface, learning community, content, and personalization positively impacts their sense of online classroom community no matter in synchronous, asynchronous, or a blend of both synchronous and asynchronous online course format.
Implications: A well-developed e-learning system would enhance students’ sense of online classroom community. Specifically, the user interface, interaction, content arrangement, and personalization should be focused on when developing the e-learning system.
Keywords: distance learning, online learning environment, e-learning system, sense of community
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Nikolaos Misirlis, HAN University of Applied Sciences, The Netherlands, Miriam Zwaan, HAN University of Applied Sciences, The Netherlands, Alexandros Sotiriou, Hellenic Open University, Greece, David Weber, University of North Carolina Wilmington, USA
Published online: 30 October 2020, JCETR, 4(2), pp. 20-25.
URN: urn:nbn:de:0111-pedocs-210321, DOI: 10.5281/zenodo.4256624
Abstract
Purpose: The move to university life is characterized by strong emotions, some of them negative, such as loneliness, anxiety, and depression. These negative emotions are strengthened due to the obligatory lockdown due to the COVID-19 pandemic. The objective of this research is to analyze the loneliness, depression and stress levels among international students, based on the use of social media and the role of the host university.
Methods: The research was focused on survey data from international students In a total of 248 valid responses, we collected 171 from female students and 71 from males. 105 students are freshmen, 94 in their second year of study, 27 at the third, 20 at the fourth and 2 students graduated last summer. The dominant nationality is the Dutch (n=62) and Vietnamese (n=37).
Results: Previous research indicates association among the use of social media, university satisfaction, and aforementioned emotions. The results indicate strong correlations between anxiety, loneliness, and COVID-19-related stress with university satisfaction, together with social capital.
Implications: The present study will lead to practical implications, such as the formation of Universities Pandemic Crisis teams all over the world with common manuals and good practices, exchanging experience from research like the present.
Keywords: COVID-19; Pandemic; lockdown; loneliness; depression; anxiety; international students
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The influence of political power and ideology on quality evaluation policies in higher education
Vaia Papanikolaou, University of Thessaly, Greece, Yiannis Roussakis, University of Thessaly, Greece, Panagiotis Tzionas, International Hellenic University, Greece
Published online: 30 October 2020, JCETR, 4(2), pp. 26-34.
URN: urn:nbn:de:0111-pedocs-210332, DOI: 10.5281/zenodo.4256783
Abstract
Purpose: The diversity of political views provides great opportunities for sound evaluation methods in higher education, since these are defined, enacted upon and funded through governmental processes; their implementation is constantly subjected to political pressures –This paper explores how results are evaluated as intended to occur many years after implementation of education policy and what is the role of critical political institutions such as accountability and transparency.
Methods: We present as a case study the evolution of evaluation concepts in Greek universities, through a 35-year period, characterized by the shifting of political power. These observations are generalized by the results of interviews conducted with an international group of academics.
Results: There is a strong link between political power and ideology and the determination of quality evaluation, leading to distinct and different outcomes, as implemented in national strategies for higher education, strongly affecting HEI’s in all aspects.
Implications: In this paper we show how the state political control shapes the context of QA in universities. Universities must have the courage to protect their core values, democracy, transparency, accountability and the creation of knowledge.
Keywords: Education policy, quality assurance, higher education
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Exploring academic integrity and mental health during COVID-19: Rapid review
Sarah Elaine Eaton, University of Calgary, Canada & Kristal Louise Turner, University of Calgary, Canada
Published online: 30 October 2020, JCETR, 4(2), pp. 35-41.
URN: urn:nbn:de:0111-pedocs-210345, DOI: 10.5281/zenodo.4256825
Abstract
Purpose: The goal of this study was to understand the relationship between academic integrity and students’ mental health during the COVID-19 crisis.
Methods: We employed a rapid review method to identify relevant data sources using our university library search tool, which offers access to 1026 individual databases. We searched for sources relating to the concepts of (a) COVID-19 crisis; (b) academic integrity; and (c) mental health. We delimited our search to sources published between 01 January and 15 May 2020.
Results: Our search resulted in a preliminary data set of sources (N=60). Further screening resulted in a total nine (n=9) sources, which were reviewed in detail. Data showed an amplification of students’ anxiety and stress during the pandemic, especially for matters relating to academic integrity. E-proctoring of examinations emerged as point of particular concern, as there were early indications in the literature that such services have proliferated rapidly during the crisis, with little known about the possible impact of electronic remote proctoring on students’ well-being.
Implications: Recommendations are made for further research to better understand the impact of e-proctoring of remote examinations on students’ mental health, as well as the connections between academic integrity and student well-being in general.
Keywords: Academic integrity, mental health, rapid review, COVID-19, e-proctoring
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RESEARCH NOTES
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The adaptive leadership of social media influencers related to Covid-19
Rich Whitney, University of La Verne, USA & Kathy L. Guthrie, Florida State University, USA
Published online: 30 October 2020, JCETR, 4(2), pp. 35-41.
URN: urn:nbn:de:0111-pedocs-195382, DOI: 10.5281/zenodo.4261550
Abstract
Purpose: Social media brings the whole of the world right into our lives and devices. Sharing common experiences helps normalize our feelings of confusion and a loss of control especially during the Covid-19 pandemic.
Methods: This conceptual paper uses content analysis to explore two YouTube influencers, Randy Rainbow and Chris Mann, in how they produce content and provide adaptive leadership to the general public through hope and resilience.
Results: Social media influencers have emerged as adaptive leaders and have provided humor and levity during the challenging times of COVID-19. Influencers are content creators that entertain, inspire, and inform their followers through social media platforms. This conceptual paper uses content analysis to explore two YouTube influencers, Randy Rainbow and Chris Mann, in how they produce content and provide adaptive leadership to the general public through hope and resilience.
Implications: The social media influencers highlighted personify the adaptive leadership theory of observing from the balcony while interacting on the dance floor. Through the brilliance of their craft these influencers provide clever and entertaining messages of hope with alacrity.
Keywords: αdaptive, leadership, hope, resilience, social media
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A pandemic of uncertainty: Leading together when we can’t see the future alone
Vachel Miller, Appalachian State University, U.S.A.
Published online: 30 October 2020, JCETR, 4(2), pp. 46-49.
URN: urn:nbn:de:0111-pedocs-210360, DOI: 10.5281/zenodo.4261955
Abstract
Purpose: In this research note, I reflect on the role of certainty in educational planning, amid the challenges to certainty posed by the COVID pandemic. This reflection is autoethnographic, based on theoretical literature from the field of organizational leadership, as well as my own teaching observations.
Methods: Over the past several months, the COVID pandemic has undermined and frustrated efforts to plan the future. In this paper a litterature review research was adopted.
Results: The possibility opened by the pandemic is that organizational leadership can become more relational, fluid, and responsive; rather than relying on assumptions of certainty. To further enrich this argument, follow-up studies could explore specific examples and cases in which organizations have adjusted their assumptions regarding certainty, planning, and leadership.
Implications: Insight identified in this article has lasting implications for how educational institutions approach planning and how organizations can cultivate leadership to be more resilient and nimble.
Keywords: pandemic, organizational leadership, uncertainty
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