Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education

Mavri, Aekaterini; Ioannou, Andri; Loizides, Fernando

doi:10.1016/j.iheduc.2021.100792

Cited by 19 publications

(8 citation statements)

References 93 publications

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“…Teachers make statistics on students' daily behaviors and life trajectories through big data, which is more convenient and effective to provide scientific and effective basis for teachers to evaluate students' behaviors. The AI evaluates and identifies the level and degree of students' learning and development and proposes improvement suggestions or measures to carry out targeted and appropriate guidance [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Zhu

Ren

2022

Occupational Therapy International

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Taking the entire education system in Taiyuan City, Shanxi Province, Central China, as an example, this paper uses the questionnaire survey method to analyze the effect of artificial intelligence (AI) on role cognition in the education system. The education system targeted by this questionnaire survey involves 8 categories: preschool education, primary education, secondary education, higher education, adult education, computer network education, enterprise education, and social education; the respondents include 368 teachers, 402 students or learners, 118 school managers, and 124 family members of students or learners in all above education categories. The questionnaire design has a total of 34 question classified into 6 role cognition items, with a 5-level score; a total of 1012 questionnaires were distributed, and 978 were recovered with a recovery rate of 96.64%, in which 957 were valid questionnaires with an effective rate of 97.85%. The study results show that the learning of AI-assisted courses is strongly dependent on course role cognition, and the construction of role cognition is related to the understanding of course content, teaching methods, and activity methods. Therefore, the effect of AI on role cognition in the education system needs to be systematically analyzed from the aspects of function realization form, resource presentation method, supporting hardware form, teacher-student interaction method, and representation method of works. As connecters, teacher’s role cognition is limited by the degree of understanding learners, the amount of resources, and data processing capabilities, but the advantage is that they can flexibly monitor and adjust. AI technology is flexible and diverse, it functions in learning and teaching activities in a variety of ways, and there is no agreement on the terminology to describe its role in role recognition. The results of this paper provide a reference for further researches on the effect of AI on role cognition in the education system.

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Section: Discussionmentioning

confidence: 99%

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Zhu

Ren

2022

Occupational Therapy International

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“…Synchronous online learning, which is learning that is delivered by the teacher in real-time and during the same time to the students, accommodates the pedagogy of collaborative learning (CL) or communities of practice (COP). COPs are perceived as being “social groups that share common interests and goals in a particular field and interact to build relevant knowledge and expertise” (Mavri et al , 2021, p. 1). Synchronous online learning, if implemented correctly, has the potential to make students feel engaged and to have a sense of connectivity and belonging with their teacher and other students (Francescucci and Rohani, 2019).…”

Section: Pedagogy Of Online Learningmentioning

confidence: 99%

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Baxter

Hainey

2022

JRIT

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PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.

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“…By definition the organisations within AHP practice is undertaken are subject to the need for complicated adaptation in unpredictable and ambiguous contexts. The interrelationships of professional working within healthcare settings necessitate that each individual clinical discipline and hence collective rather than individual professional identity of each worker, is such that it can be largely self-organised and responsive to need as and when required in person centred care (Mavri, Ioannou & Loizides, 2021).…”

Section: Complexity Theory In Translational Action Researchmentioning

confidence: 99%

Interdisciplinary Doctoral Education and Strategic Management in Crises

Hayes

Corrie

2022

Handbook of Research on Activating Middle Executives’ Agency to Lead and Manage During Times of Crisis

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Interdisciplinary working within and between different professions is now commonplace, with the transferability of knowledge across situated contexts of implementation. Education at doctoral level can be one mechanism of ensuring that mid-career professionals are equipped with the skills needed to build the capacity and capability required to deal with crisis situations. Interdisciplinary professional doctoral pathways and their associated learning trajectories are now a recognised mechanism of operationalising translational research from the context of work-based praxis. The longstanding debates of how best to bridge the theory-practice nexus in the field of business remains a challenge, although the progressive development of professional doctorate programmes has seen a rise in the number of clinical and professional practice doctorates across Western educational providers. This theoretical chapter will provide an insight into the concept of translational research in the context of research-based practice/work-based praxis within organisations across the globe.

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Cross-organisational Communities of Practice: enhancing creativity and epistemic cognition in higher education

Cited by 19 publications

References 93 publications

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Analysis of the Effect of Artificial Intelligence on Role Cognition in the Education System

Remote learning in the context of COVID-19: reviewing the effectiveness of synchronous online delivery

Interdisciplinary Doctoral Education and Strategic Management in Crises

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