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Kelley Regan Anna Evmenova Pam Baker Marci Kinas Jerome Vicky Spencer Holly Lawson Terry Werner 《The Internet and Higher Education》2012,15(3):204-212
In an effort to expand existing research on the barriers of instructors experience in online learning environments (OLEs), a qualitative study was conducted at a large mid-Atlantic university. Six instructors teaching in different OLE formats (e.g., asynchronous, hybrid, and synchronous via videoconferencing) participated in two focus groups in order to explore their emotional experiences and ways to regulate the emotions when teaching in OLEs. The overarching themes included emotions of feeling (a) restricted, (b) stressed, (c) devalued, (d) validated, and (e) rejuvenated. The article also provides practical strategies on how participating instructors attempted to manage the challenging emotions. A consensus among all participants is that continuous dialog in a community of practice about strategies to enhance OLEs is imperative. 相似文献
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Huey B. Long 《Educational gerontology》2013,39(5-6):471-481
Increasing acceptance of the idea of older adults returning to college campuses has raised a number of questions. Not least among the concerns are those related to classroom behavior and classroom relations. Despite the philosophical support for mixing older and younger students in college classes, limited empirical support is available to administrators who must contend with the fears of younger students and the insecurity of faculty. Therefore, this study was designed to analyze research concerning three important dimensions of the mixed classroom: academic performance, attitudes, and social relations. Studies reported in three major gerontological journals since 1978 were reviewed. Accordingly, seven studies reported in 1980 or later were identified and analyzed. Based on the analysis, conclusions and recommendations are reported. 相似文献
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This article outlines the preliminary findings from a small scale research project set up by a group of UKRA members to monitor teachers’ views of the literacy hour in its first year. The research draws on questionnaires, interviews and video data to reveal issues which concerned those teachers taking part in the survey and provides a snapshot of what it was like for some teachers coping with this initiative. 相似文献