Deploying the same survey at multiple institutions takes a lot of time and effort. It was therefore very valuable to see the resources that the folks at the Canadian Campus Wellbeing Survey share to support participation in their survey (source).
Category: sharing Page 7 of 42
Research on faculty use of technology and online education tends to be cross-sectional, focusing on a snapshot in time. Through a secondary analysis of the annual Survey of Faculty Attitudes on Technology conducted by Inside Higher Ed each year from 2013 through 2019, my colleagues* and I investigated changes in faculty attitudes toward technology and online education over time.
Specifically, the study examined and synthesized the findings from surveys related to attitudes toward online education, faculty experiences with online learning, institutional support of faculty in online learning, and faculty use of technology. Results showed a low magnitude of change over time in some areas (e.g., proportion of faculty integrating active learning strategies when converting an in-person course to a hybrid/blended course) and a large magnitude of change in other areas (e.g., proportion of faculty who believe that online courses can achieve the same learning outcomes as in-person courses). These results reveal that, prior to the widespread shift to remote and online learning that occurred in 2020 because of the COVID-19 pandemic, faculty perceptions of technology and online learning were static in some areas and dynamic in others. This research contextualizes perceptions towards online learning prior to the pandemic and highlights a need for longitudinal studies on faculty attitudes toward technology use going forward to identify factors influencing change and sources of ongoing tension.
Johnson, N., Veletsianos, G., Reitzik, O., & VanLeeuwen, C. (2022). Faculty Perceptions of Online Education and Technology Use Over Time: A Secondary Analysis of the Annual Survey of Faculty Attitudes on Technology from 2013 to 2019. Online Learning, 26(3). https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2824
*Research assistants, post docs, and students working within our research labs/groups/teams are colleagues, and I wish we would all normalize this language.
Call for chapter proposals: Women and Leadership in Distance Education in Canada
Edited by Cindy Ives, Pamela Walsh, and Rebecca E. Heiser (Athabasca University)
Introduction
This book invites chapter contributions from women who are or have been educators in Canadian universities and who have served as leaders (at any level) in distance or online education. Leadership roles may be formal or informal, independent of positional authority, and emerge from the experiences of students, administrators, instructors, and other professionals (e.g., learning designers, educational developers). As leaders in distance education ourselves, we are committed to a deep and broad representation of leadership experiences of Canadian women faculty, students, professionals, and administrators whose stories and research may inform more balanced leadership practices in higher education.
- In Canada and globally, participation in higher education has steadily increased in recent decades. World-wide enrolment in online learning has also increased, especially in response to the global pandemic. Women students continue to take advantage of the affordances of distance and online
- While women have played significant roles as leaders in the advancement and development of distance education around the world, they have historically been underrepresented in formal academic and administrative leadership
- Canadian universities have been among the earliest providers and leaders of distance education and online
Objective and Purpose
This book aims to incorporate narrative accounts of perspectives and insights of women relevant to their experiences with leadership in distance education in Canadian universities. Contributions that include documentation of women’s work, research reports, personal experiences and reflective accounts, or case studies of particular leadership contexts are welcome. Authors will offer their practical recommendations for current and future leaders in the field of distance education.
Areas of Focus
Chapter topics could include (but are not limited to):
- Executive leadership for distance education and online learning in the 21st century
- Enabling and supporting student leadership
- Leadership development in graduate programs
- Enabling and supporting instructor leadership
- Supporting leadership of professional staff
- Leadership development through reflective practice
- Leadership challenges and opportunities for women
- Leadership support for women and research in distance education
- Social mobility of women in distance education as a pathway to professional recognition and promotion
Target Audience
The target audience of this openly published book is expected to be global, including academics, executive and department leaders, managers, and others in influential positions such as students, instructional designers, educational developers, student support specialists, and emerging scholars in distance and higher education. Readers will learn from the personal and professional experiences and research findings elaborated in the book’s chapters.
Submission Procedure and Guidelines
The editors are exploring opportunities with open publishers in summer 2022. We invite submissions in multiple formats from a variety of perspectives. Chapters can be theory or practice-based, reflective, conceptual, or other, and can be authored by one or more women.
Interested authors who are or have been leaders, practitioners, students or scholars in distance education should email a chapter proposal (approximately 500 words) for review by the editorial team, c/o Dr. Cindy Ives (cindyi@athabascau.ca) before October 1, 2022.
The proposal must include a 250-word abstract that:
- Describes the context of the experience or research being described
- Provides an overview of the proposed chapter, highlighting how it relates to the themes and purpose of the
An accompanying 250-word author biography should include relevant publications and a few author details that situate the distance education context.
Full chapter drafts are not necessary in the first stage of the submission process. After the proposal review process, authors will be invited by October 31, 2022, to contribute full chapter manuscripts of up to 5000 words, with a planned submission deadline of January 10, 2023. Full manuscripts will be subject to a blinded peer review process to evaluate them for inclusion in the volume. Manuscript details will be provided to those whose proposals are accepted.
Tentative Schedule for Publication
Proposal and Abstract Submission: October 1, 2022
Notification of Invite to Submit Chapter: October 31, 2022
Submission of Book Chapter: January 10, 2023
Peer Review Evaluation Sent from Editors to Authors: January 31, 2023
Author Revisions due February 28, 2023
Final editing: March 31, 2023
Final Book Submitted to Publisher: April 1, 2023
Anticipated Publication: This will depend on the publisher’s schedule – to be determined
Inquiries can be forwarded to
Dr. Cindy Ives, cindyi@athabascau.ca
Details on this free (virtual and in-person) workshop below.
2022 Research Workshop on Studying Anti-Social Behaviour Online (in-person in Victoria, BC at Royal Roads University or online via Zoom) on Thursday, Aug 25, 2022.
Registration for this event is free, but space is limited. RSVP :
https://socialmedialab.ca/
The research workshop will (1) examine the factors influencing the manifestation and propagation of online anti-social behaviour, (2) synthesize a multidisciplinary approach to study this phenomenon, and (3) develop a road map and a research agenda for future work in combating this dangerous trend. The programme features presentations from the organizing team and guest talks by Drs. Caroline Haythornthwaite (Syracuse University), K. Hazel Kwon (Arizona State University) and George Veletsianos (Royal Roads University).
About the event
The rising tide of online anti-social behaviour has elevated public concern and skepticism over the perceived benefits and promise of social media in society. A dark side of social media has emerged and remains evident today, with various countries, governing bodies, and citizens grappling with the impending normalization of aggressive behaviour, hostility, and negative discourse in online spaces. At the individual level, anti-social behaviour on social media has real-life psychological and emotional consequences for everyday people that demand more precise attention and interventions from researchers, practitioners, social media platforms, and policymakers. At the community and organizational level, anti-social behaviour can impact work performance and relationships, community ties, and lead to stress and burnout. At the societal level, there is also a concern that some forms of anti-social behaviour, such as hate speech, may galvanize xenophobic behaviour offline.
Tentative Agenda
8:30 – 9:00 Morning Coffee Reception
9:00 – 9:15 Welcome Remarks (Jaigris Hodson and President Philip Steenkamp, Royal Roads University)
9:15 – 9:30 Workshop Overview (Philip Mai, Toronto Metropolitan University)
9:30-10:00 Data collection: observed data (Anatoliy Gruzd, Toronto Metropolitan University)
10:00-10:30 Data collection: self-reported data (Jenna Jacobson, Toronto Metropolitan University)
10:30-11:00 Break
11:00-11:30 Data analysis: quantitative techniques such as Toxicity Analysis & Social Network Analysis (Felipe Bonow Soares, Toronto Metropolitan University)
11:30-12:00 Data analysis: qualitative techniques (Jaigris Hodson, Royal Roads University)
12:00 – 1:30 Lunch Break (Lunch will be provided courtesy of Royal Roads University)
1:30-2:15 Moderator or Algorithm? (Caroline Haythornthwaite, Syracuse University)
2:15-3:00 Data reporting: (Re)telling the stories (George Veletsianos, Royal Roads University)
3:00-3:15 Break
3:15-4:00 Research Agenda Overview: Challenges & Opportunities (K. Hazel Kwon, Arizona State University)
4:00-4:15 Concluding Remarks & Adjournment
—
Organizing Committee
Jaigris Hodson
Philip Mai
Anatoliy Gruzd
Jenna Jacobson
Felipe Bonow Soares
The quote below is from the report written by the International Commission on the Futures of Education established by UNESCO (p. 123-124), and speaks to co-creation and partnerships.
Practitioner research, action research, historical archival research, case study research, ethnography, etc. are among the many methods that have proven fruitful for use by those within the field. In this way, education must be understood not merely as a field for the application of external experimentation and study, but as a field of inquiry and analysis itself.
The affirmation of schools as places where knowledge is produced and of teachers as knowers, depends deeply on how universities, organizations and researchers interact and collaborate with those embedded in education and draw on their rich insights, reflections and experiences. Universities play pivotal roles in promoting educational research, both for their expertise in advancing disciplinary knowledge and transcending different disciplines. Teachers will always be among the central authors of knowledge on their profession, as it results from shared reflection on that experience and, in this, they should be supported in publishing their research and reflections. Students are also important sources of knowledge and understanding about their own educational experiences, aspirations, achievements, and reflections.
Universities and researchers can extend support by being always in dialogue (emphasis mine) with schools, teachers and students. Participatory evaluation, collaborative research, youth-led research, and practitioner inquiry are among the many methodological traditions that can be drawn on to further systematize the learning between those researching within and externally to education. Educational research will be a key tool to project and monitor the transformations necessary to engage with a new social contract for education.
Page 125 speaks further to this.
Research partnerships that are interdisciplinary, inter-sectoral and cross-cultural, that span academic, civil society and educational milieus, and that foster shared communication and mutual learning, offer tremendous potential to advance the priorities and proposals put forward in this Report.
Not all research partnerships are fair and equitable, and partners with greater resources or institutional power can exert undue influence on the course and outcomes of a partnership even if inadvertently. Epistemic humility is needed to challenge assumptions in and around education, many of which are deeply embedded in our conception of the nature of human beings, of society, and of the more-than-human world. Our operating paradigm will need to shift away from simplistic categorizations of knowledge relationships such as ‘North/South’ or ‘Western/non-Western,’ towards complex and relational ecologies of knowledge.
And page 127
Successful knowledge production for the futures of education will need to become consciously inclusive, socially and culturally diverse, inter-disciplinary and inter-professional, and able to foster communication, collaboration, ownership and mutual learning.
Page 130
Universities, research institutions and their partners are called on to put a special focus on research and innovation to support the renewal of education as a common good and the co-construction of a new social contract for education. They can become most effective, however, when they position themselves in relationship and in dialogue with those already working, thinking, reflecting in education – with teachers, students, schools, families, communities. As mentioned in earlier chapters, this will require a renewal of the public mission of universities towards the generation of an open and accessible knowledge commons, and the education of new generations of researchers and professionals who are committed to the advancement of knowledge for the benefit of themselves and humanity.
In Oct 2021 the Ministry of Advanced Education and Skills Training in BC convened a digital learning advisory committee. I am part of the committee, along with very many thoughtful colleagues from across the sector (see list starting in page 45 in the pdf below). The goal of the committee was to “produce recommendations for post-secondary institutions, the post-secondary system more broadly, and the Provincial Government regarding policies, practices, and initiatives that will enable digital learning models to support increased equity, access, and success in post-secondary education.”
The committee has now developed a draft digital learning strategy for our province. The ministry has asked that we share this copy with colleagues and networks for feedback and questions, and so I am posting it here. You can download a pdf of the draft policy here (update: new draft as of Jul 15, 2022). Please send input directly to the ministry at AEST.DPP@gov.bc.ca.
Thoughts on: Teachers’ Mental Health During the COVID-19 Pandemic
By George Veletsianos
On November 17, 2022
In sharing
A new study in Educational Researcher examines US Teachers’ Mental Health During the COVID-19 Pandemic
A few thoughts