Sharon Mallon, Chris Richards and Andy Rixon
The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering…
Abstract
Purpose
The outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.
Design/methodology/approach
The authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.
Findings
This study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.
Research limitations/implications
Few of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.
Originality/value
This study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.
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Keywords
Lorna Rixon, Shashivadan P. Hirani, Martin Cartwright, Michelle Beynon, Abi Selva, Caroline Sanders and Stanton P. Newman
The widespread deployment of telehealth (TH) has been conducted in the absence of any clear understanding of how acceptable these devices are to patients. One potential limitation…
Abstract
Purpose
The widespread deployment of telehealth (TH) has been conducted in the absence of any clear understanding of how acceptable these devices are to patients. One potential limitation of the widespread deployment of TH is that patients may refuse. Moreover an understanding of the reasons for refusing to use TH devices will provide an understanding of the barriers.
Design/methodology/approach
This investigation from the Whole Systems Demonstrator (WSD) programme, a pragmatic cluster randomised controlled trial into the effectiveness of TH, examined reasons for patients in the intervention cohort of the trial refusing TH, and the potential barriers to its deployment.
Findings
Active rejection of the TH intervention was the most frequent reason for withdrawal. After examination of trial-related, health, socio-demographic, cognitive, emotional and behavioural factors, patients diagnosed with diabetes, as opposed to heart failure or chronic obstructive pulmonary disease, and patients’ beliefs about the acceptability of the intervention predicted whether or not they withdrew from the trial because of the intervention.
Originality/value
Beliefs that the TH intervention resulted in increased accessibility to care, satisfaction with equipment and fewer concerns about the privacy, safety and discomfort associated with using TH equipment predicted continued participation in the WSD trial. Findings suggest that potentially modifiable beliefs about TH predict those more likely to reject the intervention. These findings have important implications for understanding individual differences in the acceptance of TH and subsequent success in mainstreaming TH in healthcare services.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.