Practicing teachers' responses to case method of instruction in an online graduate course

Sanders-Smith, Stephanie C.; Smith-Bonahue, Tina M.; Soutullo, Olivia R.

doi:10.1016/j.tate.2015.11.015

Cited by 14 publications

(8 citation statements)

References 20 publications

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“…The unique event of the COVID-19 pandemic has not only made technology-enhanced learning necessary; it has launched the world into "Digitalization and Informatization of teaching" and has showcase Online-Based Pedagogy as the only available teaching and learning option in this era (Charles et al, 2020). Several studies have shown that online-based instruction has successfully helped in learners' engagement facilitation, enhancing student learning, professional development and effective teaching with learning resources (Farhan et al, 2019;Sanders-Smith et al, 2016;Sun, 2016;Terry et al, 2018). Despite the successful uses of online-based instruction, there are still some problems encountered and negative impacts on learners.…”

Section: Online-based Pedagogymentioning

confidence: 99%

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Komolafe¹,

Fakayode²,

Osidipe³

et al. 2020

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Section: Online-based Pedagogymentioning

confidence: 99%

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Komolafe¹,

Fakayode²,

Osidipe³

et al. 2020

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“…Faculty has emerged as the factor with the greatest weight in understanding satisfaction in blended learning settings. However, "teaching presence" [21], has been less fully developed as a construct in published research compared to "social presence" [25], and however the literature still claims to know more about empirical evidences in student's engagement and therefore perception of quality [34].…”

Section: Discussionmentioning

confidence: 99%

“…According to the socio-technical perspective; LMS are the places where the online part of the blended courses take place; it is to say that they support the process of teaching and learning, they must, therefore, be considered when evaluating course quality [21]. Sanders-Smith, Smith-Bonahue & Soutullo [25] suggest that the key traits of a successful LMS are ease of access and user-friendliness points out the need to be perceived as facilitating student's learning.…”

Section: Learning Management Systems (Lms)mentioning

confidence: 99%

The Blended Quality Development Curve: A Comparative and Longitudinal Study on the Improvement Rate by Using Blended Methodologies in Management Masters

Montalvo-García¹,

Longo²,

Peña-Molina³

et al. 2020

ujer

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The highly diverse cultural and social backgrounds of students from around the world, in this case, from Spanish-speaking countries, has driven a redesign of traditional, f2f (face-to-face) Master's programs in a business school, leading to a blended learning format. Identifying how much time is needed to reach the optimum quality level, looking at mirror (compared) with the f2f is essential for the process of improving overall teaching and optimal use of blended strategies. A satisfaction survey was administered and data was analyzed using the Mann Whitney test. How many editions does it take to obtain the best quality level? How do the different quality factors evolve over time? And how is the comparison with f2f program's evolution over time? Some unexpected results were found, including that, when compared to f2f programs, general satisfaction was statistically higher in the blended modality even from the first edition, and waiting until the second edition shows higher results in almost all of the factors considered. Comparing different editions of the same blended program, the highest level of improvement in the perception of quality occurs when comparing the first and third edition. In this comparison, the most essential factors are those involving people: professors and students. This research provides valuable insights for institutions and/ or faculty members who are considering or currently offering online or blended learning.

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“…The sharing of this story and the stories of other refugee families with teachers and other educators raises awareness of refugee families' experiences and, more important, helps teachers develop strategies for working with those families. Using stories effectively supports teacher-family relationships and helping teachers recognize previously held beliefs about certain populations (Sanders-Smith et al, 2016, 2019.…”

Section: Implications and Limitationsmentioning

confidence: 99%

Honoring Their Stories: Exploring the Richness of the Refugee Experience

Olguín

Sanders-Smith

2021

Teachers College Record: The Voice of Scholarship in Education

Self Cite

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Background/Context Since 1975, 3 million refugees have resettled in the United States. However, researchers and educators know little about the lives of refugee children and families entering the American educational system. Much of the extant research groups refugee children in families with other immigrant groups, failing to recognize the complex histories that children fleeing civil unrest bring with them. Purpose/Objective/Research Question/Focus of Study This study brings a spotlight to the story of a refugee family from Guatemala, focusing on their experiences premigration, during migration, and after resettlement in the United States. Our focus was on seldom-heard experiences from the perspective of a refugee family. Members of the family left their home country because of civil war to resettle in a foreign country but within a familiar community. They found resettlement more challenging than they expected; they had difficulty activating cultural capital within this new field because of varying levels of community support. Research Design This is an intrinsic case study that explores the specific case of a mother and daughter. Participants were interviewed at length about their migration experiences. Interviews were analyzed in multiple cycles of coding, with a focus on the participants’ own words and emotional responses. This study uses a Bourdieusian lens for analyses and to aid in defining feelings of unease that the participants described when reflecting on their experiences. Conclusions/Recommendations Learning about a refugee family's journey is a privileged experience. There is much that educators and others who work with refugee children can learn from extended conversations with families. This study is one example of millions of stories that children bring with them into the classroom. This study's impact is to honor and give a platform to the refugee population whose voices are often not heard in schoolhouses across the county.

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Practicing teachers' responses to case method of instruction in an online graduate course

Cited by 14 publications

References 20 publications

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

Evaluation of Online Pedagogy among Higher Education International Students in China during the COVID-19 Outbreak

The Blended Quality Development Curve: A Comparative and Longitudinal Study on the Improvement Rate by Using Blended Methodologies in Management Masters

Honoring Their Stories: Exploring the Richness of the Refugee Experience

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