Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students

Payne, Ameena; Stone, Cathy; Bennett, Rebecca

doi:10.1080/07377363.2021.2005759

Cited by 12 publications

(6 citation statements)

References 65 publications

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“…Replicating relationality through digital means can be limited through the loss of non-verbal aspects of communication. However, Payne et al, ( 2022 ) argue that due to the ongoing necessity of online education and the affordances this can offer, facilitating trust between teachers and students (particularly those from First Nations) is important. Like collaboration, this requires knowledge of relationality from a discipline culture context, capability in the digital technologies and pedagogical practices which build relationality and trust through the online or physical context.…”

Section: Discussionmentioning

confidence: 99%

Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes

Starkey

Yates

Róiste

et al. 2023

Education Tech Research Dev

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Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Science, Critical Indigenous Studies, Geography, and Information Systems. Analysis of the case studies identified how disciplinary culture, context, and technology combine to influence pedagogical practice and digital capabilities needed to teach in undergraduate programmes. We conclude that Higher Education teachers require capability in appropriate pedagogical practice that aligns with disciplinary culture and the technologies available.

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Section: Discussionmentioning

confidence: 99%

Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes

Starkey

Yates

Róiste

et al. 2023

Education Tech Research Dev

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“…Internet access and the associated costs, coupled with other issues such as available time and spaces for online study, propinquity and accessibility of technological support, and digital literacy, are among the critical factors that impact the online instructor's experience (Payne et al, 2022). Instructors' confidence and experience also influence the ease of online instruction.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Instructors’ Conceptions of the Efficacy and Motives for Online Instruction in Open and Distance Learning Mode

Sanga

2023

JAET

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This paper employs the Community of Inquiry Theoretical Framework to examine the instructors’ conceptions of training efficacy and motives for online instruction in open and distance learning mode at the Open University of Tanzania (OUT). Using a hermeneutic phenomenology research design, data were collected from 25 instructors at the Open University of Tanzania through in-depth interviews, which were corroborated with questionnaires. Findings from the study indicated that, generally, continuous professional development significantly impacts how instructors teach in the online environment. Although most participants rated training as an effective strategy for online instruction, the programmes lacked regularity and fell short of more relevant training programmes. More specifically, findings indicated that the training package missed some essential contents required by instructors. A wide range of motives for conducting online training is elaborated. This paper recommends that institutions invest in relevant regular training programs for online instructors and ensure comprehensive training packages. Keywords: distance learning, online instruction, online learning, open and distance learning, open learning

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“…Indeed, in their literature review of trust in inquiry-based learning higher education contexts, Beltrano, Archer-Kuhn, and MacKinnon (2021) conclude that they did not find the "gold" they were seeking (directly relevant literature), but that several "nuggets" they uncovered suggest that this is an important topic for future scholarly mining (10). Similarly, Payne, Stone, and Bennett (2022) close their conceptual paper by stating: "We view the construct of trust within higher education as an area full of research potential. .…”

Section: Trust In the Higher Education Classroommentioning

confidence: 99%

“…In higher education literature, Mayer, Davis, and Schoorman (1995) is the predominant framework for characterizing trust, but recently Payne and colleagues (2022) adapt the Jones and George (1998) model to discuss the importance of cognitive-and affective-based (in their article they do not consider moral-based) trust in the engagement and achievement of historically under-served students undertaking online courses. Payne et al (2022) propose that higher education institutions focus on the "measures and strategies that facilitate the building and maintaining of trust and understanding in instructor-student interactions" (12).…”

Section: Elements Of Trustmentioning

confidence: 99%

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Felten

Forsyth

Sutherland

2023

TLI

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The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts.

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Conceptualising and Building Trust to Enhance the Engagement and Achievement of Under-Served Students

Cited by 12 publications

References 65 publications

Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes

Each discipline is different: teacher capabilities for future-focussed digitally infused undergraduate programmes

Instructors’ Conceptions of the Efficacy and Motives for Online Instruction in Open and Distance Learning Mode

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

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