Between Art and Social Science: scenic composition as a methodological device

The scenic composition (SC) is a methodological device enabling the synthesis and articulation of researchers' own complex experiences of events witnessed during data collection. Positioned between art and social science, it makes use of literary conventions to synthesise "experience near" accounts of data for interpretation. This article explains how the SC is composed by drawing on associative thinking and illustrates its use within a specific case study. The conceptual basis of the SC is discussed with reference to the work of LORENZER, WINNICOTT and BION. This is the first study in which four compositions, each by a different researcher, have been used to provide a multi-faceted view of a complex event, a live webcast. The compositions are presented along with researchers' reflections. Common themes and significant differences relating to life situations, histories and dispositions of the researchers emerge. The differences were expressed through choice of literary genres, which are common cultural resources. We ask what was achieved through the use of SCs compared with a thematic analysis of the webcast, and find that apart from synthesising and presentational functions, they give access to a multi-sensory range of researchers' experiences, including unconscious elements which were then available for reflexive interpretation by an interpretation panel

Cognitive and affective perspectives on immersive technology in education

This research explains the rationale behind the utilization of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organized semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their primary school. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skillsets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.peer-reviewe

Operational Conceptual Modeling in Building and Sustaining Technology Enhanced Learning Communities

This paper presents a systematic approach to building and sustaining technology-enhanced learning communities based on a conceptual model that enables the analysis and enhancement of digital platforms and tools that promote creativity and learning. Two such software systems are presented, and their usage is analyzed. Experimental results are also presented that demonstrate the effectiveness of the conceptual model in enhancing the learning experiences offered

English as a Second Language Teachers\u27 Lived Experience of Transitioning from Remote Learning to the Traditional Classroom Setting: A Phenomenological Study

The purpose of this phenomenological study is to describe the experiences of ESL teachers who transitioned from remote learning back to the traditional classroom setting post-Covid at community colleges in upstate New York. The theory that will be guiding and directing this study will be the constructivist theory. The focus will be on understanding how English as a second language teachers adapt from the distance learning setting implemented during the COVID-19 pandemic back to the brick-and-mortar classroom. In addition, the study will attempt to understand how the behavior of ESL teachers is reflected in the changing teaching environment. The constructivist theory of learning was developed by the educational theorist Jean Piaget and relates to the study in that, according to constructivists, a teacher should ensure online instruction includes activities where students can contextualize information and engage with the learners while completing online tasks. The central research question seeks to describe the lived experiences of ESL teachers when transitioning from remote learning to the traditional classroom. This study will employ a transcendental phenomenological approach and use individual interviews, a focus group, and journal prompts to gather data to address the research questions. Data will be analyzed utilizing Moustakas’ (1994) phenomenological reduction with horizontalization in order to develop themes to represent the essence of the phenomenon. Three major themes emerged from the study: Challenges in Transitioning to the Online Environment, Improved Learning and Teaching Skills, and Challenges in Returning to Traditional Learning. Significant findings indicated that the online learning environment had influenced pedagogical strategies, with notable elements potentially enriching face-to-face instruction upon transition

Understanding the Influence of Human Emotions in Organizations: The Emotional Extent Effects

Emotional disengagement of employees may cause poor organizational performance, while emotional commitment of employees may enhance organizational performance. Informed by the theory of psychological ownership in organizations, the purpose of this qualitative multiple case study was to explore how employee emotional interactions in the workplace related to organizational performance within 3 multinational companies in Nigeria. The 3 selected companies represented the 3 industrial sectors in Nigeria were financial, construction, and oil and gas. Face-to-face interviews were conducted with 24 participants with a minimum of 5 years\u27 experience in their respective organizations. Data analysis included transcription, coding, and querying, which produced 5 themes: positive emotions, negative emotions, organizational success, organizational failure, and contextual excellence, cumulating into a fundamental notion of emotional extent effects. Positive emotions contributed to the organizational success, and negative emotions encouraged organizational failure. Both positive and negative emotions instigated the contextual excellence. The findings have the potential of promoting positive social change because practitioners in leadership and organizational change may use the results of this research to improve the adaptive responses to change. The findings of the study may benefit managers by helping them better lead their employees towards impacting social and economic transformations. Implementing workplace spirituality, learning taxonomy, and sustainable human resources practices may manifest innovative socio-economic performance in organizations

Virtual Education Implementation for Children with Autism Spectrum Disorders Amidst the COVID-19 Pandemic

Background: The COVID-19 pandemic led to widespread school closures in the Washington DC metropolitan region, necessitating a shift from traditional in-person education to virtual platforms. The context was significantly influenced by the evolving pandemic and its impact on the region\u27s COVID-19 positive rates, with the Washington DC region facing some of the highest positive rates in 2020. These escalating positive rates posed substantial challenges to planning and implementing in-person learning, primarily driven by concerns for public health and safety. The region\u27s persistently low percentages of in-person learning made it one of the worst in the country regarding the provision of in-person instruction (Burbio, 2023). The challenges and uncertainties related to school closures, phased reopening, and hybrid learning formats significantly impacted children with Autism Spectrum Disorders (ASD), who rely on specialized educational interventions outlined in Individualized Education Plans (IEPs). Caregivers and education providers had to adapt their strategies for implementing educational interventions using technology, yet evidence-informed guidance in implementation practices in virtual education for children with ASD is lacking. Objective: This study aims to describe contextual complexities surrounding the experiences of caregivers and education providers implementing virtual education for children with ASD in the Washington DC metropolitan region during the COVID-19 pandemic. It explores factors influencing implementation experiences related to the development and implementation of educational interventions, collaboration among IEP team members, impact of educational interventions on IEP goal achievement, and changes in roles and resources during the pandemic. Methods: A multi-case study design was conducted using qualitative methods. A purposive selection process identified twenty-five participants, comprised of sixteen caregivers and nine education providers. Each participant engaged in an one-hour virtual interview guided by the Consolidated Framework for Implementation Research (CFIR) featuring open-ended questions. Memos captured significant participant comments, and interviews were transcribed, reviewed for accuracy, and analyzed thematically using NVivo. Results: Thematic data analysis identified thirty-four initial codes grouped into eight subthemes, revealing three overarching themes. Participants encountered significant challenges in transitioning to virtual education, fostering team collaboration, and implementing virtual education effectively. Study findings highlight the critical need for development of: needs assessments, guidelines, and training. This research culminated in the creation of the Model of Translation and Implementation of Virtual Education for children with ASD (MOTIVE-ASD), standing as a robust call to action and a guide for the development of Standards for Virtual Implementation tailored specifically for virtual education programs. Conclusion: This study provides valuable insights into the development and implementation of virtual education, team collaboration dynamics, IEP goal achievement, and changes in roles and resources during the pandemic. The findings are instrumental for guiding the development of tailored virtual education programs for enhancing the virtual education experience. As virtual education continues to evolve, interested-parties will be equipped with knowledge and resources to navigate educational implementation remotely for children with ASD, in the face of future natural or public health disasters