Contextual Sensitivity in Grounded Theory: The Role of Pilot Studies

Grounded Theory is an established methodological approach for context specific inductive theory building. The grounded nature of the methodology refers to these specific contexts from which emergent propositions are drawn. Thus, any grounded theory study requires not only theoretical sensitivity, but also a good insight on how to design the research in the human activity systems to be studied. The lack of this insight may result in inefficient theoretical sampling or even erroneous purposeful sampling. These problems would not necessarily be critical, as it could be argued that through the elliptical process that characterizes grounded theory, remedial loops would always bring the researcher to the core of the theory. However, these elliptical remedial processes can take very long periods of time and result in catastrophic delays in research projects. As a strategy, this paper discusses, contrasts and compares the use of pilot studies in four different grounded theory projects. Each pilot brought different insights about the context, resulting in changes of focus, guidance to improve data collection instruments and informing theoretical sampling. Additionally, as all four projects were undertaken by researchers with little experience of inductive approaches in general and grounded theory in particular, the pilot studies also served the purpose of training in interviewing, relating to interviewees, memoing, constant comparison and coding. This last outcome of the pilot study was actually not planned initially, but revealed itself to be a crucial success factor in the running of the projects. The paper concludes with a theoretical proposition for the concept of contextual sensitivity and for the inclusion of the pilot study in grounded theory research designs

Quality in MOOCs: Surveying the Terrain

The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Mobile learning for delivering health professional education (protocol)

© 2015 The Cochrane Collaboration.This is the protocol for a review and there is no abstract. The objectives are as follows: The objective of this review is to evaluate the effectiveness of mLearning educational interventions for delivering pre-registration and post-registration healthcare professional education. We will primarily assess the impact of these interventions on students knowledge, skills, professional attitudes and satisfaction

Sustainable eLearning in a Changing Landscape: A Scoping Study (SeLScope)

The report begins by exploring the concept of sustainable e-learning - defining it and establishing its characteristics in the context of Higher Education. To ensure a sound and systematic process, the review is informed by a five-phase methodological framework for scoping reviews by Arksey and O'Malley (2005). Examples and perspectives on the concept of sustainable e-learning are summarised and key factors impacting on sustainability are abstracted. highlights potential gaps and suggests directions for further research on the topic

E-Learning for Teachers and Trainers : Innovative Practices, Skills and Competences

Reproduction is authorised provided the source is acknowledged.Final Published versio

Factors influencing the implementation, adoption, use, sustainability and scalability of eLearning for family medicine specialty training:A systematic review protocol

Background In 2013, there was a shortage of approximately 7.2 million health workers worldwide, which is larger among family physicians than among specialists. eLearning could provide a potential solution to some of these global workforce challenges. However, there is little evidence on factors facilitating or hindering implementation, adoption, use, scalability and sustainability of eLearning. This review aims to synthesise results from qualitative and mixed methods studies to provide insight on factors influencing implementation of eLearning for family medicine specialty education and training. Additionally, this review aims to identify the actions needed to increase effectiveness of eLearning and identify the strategies required to improve eLearning implementation, adoption, use, sustainability and scalability for family medicine speciality education and training. Methods A systematic search will be conducted across a range of databases for qualitative studies focusing on experiences, barriers, facilitators, and other factors related to the implementation, adoption, use, sustainability and scalability of eLearning for family medicine specialty education and training. Studies will be synthesised by using the framework analysis approach. Discussion This study will contribute to the evaluation of eLearning implementation, adoption, use, sustainability and scalability for family medicine specialty training and education and the development of eLearning guidelines for postgraduate medical education

Model for Blended Supervision of Post-Graduate Students

Supervision of eLearning students at Maseno University poses a great challenge to the normal institutional order because most senior lecturers qualified for postgraduate supervision are technologically illiterate, semi-literate, or challenged [10]. The recommended lecturer to student ratio for postgraduate supervision in Maseno University is 1:5 and 1:3 for master’s and PhD students, respectively, but the actual ratio is 1:12 [23]. The challenge of high student numbers in three different campuses, low numbers of qualified supervisors; and fully online students is a big problem. ELearning is not new to the developed world but a fairly new concept in Africa [2, 6, 7]. Through eLearning, Maseno is fulfilling the global demand for universal lifelong learning [26]. Introducing blended supervision was a strategy seeking to harness the opportunities in the online platform by reducing distance between students while increasing the rate and quality of feedback [8, 21, 31]; leveraging the affordances of virtual learning to create an interactive environment for learners and faculty [11, 18, 15]. Objectives of this project were to develop policy and procedures for online supervision, Identify postgraduate supervision milestones, and Build a collaborative research environment. The study used the critical case study design [28] and was hinged on constructivist theory [15]. The population consisted of 513 students, 42 lecturers from the 5 schools with postgraduate courses at eCampus, and 8 university administrators. Purposive sampling led to 149 students, 11 lecturers, and 3 administrators from one school that fully embraced the model. Data were collected using online discussions, observations, and interviews. Data were analyzed using time series analysis to identify milestones in the supervision process while predicting best interaction models for online supervision. Regression logic model further helped predict expected completion rates based on existing supervisor to student ratios. The study identified key supervision milestones as assistance in drafting an acceptable concept paper and proposal, quality interaction and feedback from supervisor, provision of adequate tools to support research processes, identification with a collaborative research team, and exposure to research seminars and presentations. From the milestones, the study school identified a group of qualified supervisors and offered them training on use of the online platform and resources in supervision. This study concluded that a pilot model for blended postgraduate supervision is in its formative stages, the collaborative postgraduate research course area is being piloted in six schools, online supervision has enabled most schools to share supervisors with other research institutions at no extra cost, predicted completion rate for postgraduate research is one year on the blended model, and research outputs from post-graduate students have increased by 50% on average. It is recommended that results from this study need to be replicated in other schools before it can fully inform university wide policy, making it a continuing work in progress