MSc student voices about learning together in an online academic conversation club: a collaborative student project

Authors

  • Anita Fromm University of Hertfordshire
  • Bolatito Adigun-Lawal
  • Stella Akinmoju
  • Nnenna Onyenucheya
  • Frederick Otchere
  • Victoria Udeh

DOI:

https://doi.org/10.47408/jldhe.vi22.741

Keywords:

Active Listening, Oral Paraphrasing, online synchronous communication, Covid-19

References

Akinbode, A. (2015) ‘The quiet learner and the quiet teacher’, LINK, 1(2). Available at: https://www.herts.ac.uk/link/volume-1,-issue-2/the-quiet-learner-and-the-quiet-teacher (Accessed: 1 June 2021).

Bodie, G. D., Vickery, A. J. and Gearhart, C. C. (2013) ‘The nature of supportive listening, I: exploring the relation between supportive listeners and supportive people’, International Journal of Listening, 27(1), pp.39-49. https://doi.org/10.1080/10904018.2013.732408.

Bodie, G. D., Vickery, A. J., Cannava, K. and Jones, S. M. (2015) ‘The role of “Active Listening” in informal helping conversations: impact on perceptions of listener helpfulness, sensitivity, and supportiveness and discloser emotional improvement’, Western Journal of Communication, 79(2), pp.151-173. https://doi.org/10.1080/10570314.2014.943429.

Bodie, G. D., Cannava, K. E. and Vickery, A. J. (2016) ‘Supportive communication and the adequate paraphrase’, Communication Research Reports, 33(2), pp.166-172. https://doi.org/10.1080/08824096.2016.1154839.

Carolan, C., Davies, C. L., Crookes, P., McGhee, S. and Roxburgh, M. (2020) ‘COVID 19: disruptive impacts and transformative opportunities in undergraduate nurse education’, Nurse Education in Practice, 46, pp.102807-102807. https://doi.org/10.1016/j.nepr.2020.102807.

Dost, S., Hossain, A., Shehab, M., Abdelwahed, A. and Al-Nusair, L. (2020) ‘Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students’, BMJ open, 10(1), pp. e042378-e042378. https://doi.org/10.1136/bmjopen-2020-042378.

Fromm, A. (2018) ‘Speaking the target language outside the classroom in friendship groups: a comparative study of international and local modern language foreign students with a focus on employability’, LINK, 3(2). Available at: https://www.herts.ac.uk/link/volume-3,-issue-2/speaking-the-target-language-outside-the-classroom-in-friendship-groups-a-comparative-study-of-international-and-local-modern-foreign-language-students-with-a-focus-on-employability (Accessed: 1 June 2021).

Gordon, T. (1951) ‘Group centered leadership and administration’, pp. 320-383, in Rogers, C. (ed.) Client-centered therapy: its current practice, implications and theory. London: Constable.

Grondin, F., Lomanowska, A. M. and Jackson, P. L. (2019) ‘Empathy in computer‐

mediated interactions: a conceptual framework for research and clinical practice’, Clinical Psychology: Science and Practice, 26(4). https://doi.org/10.1111/cpsp.12298.

Kuhn, R., Bradbury, T. N., Nussbeck, F. W. and Bodenmann, G. (2018) ‘The power of listening: lending an ear to the partner during dyadic coping conversations’, Journal of Family Psychology, 32(6), pp.762-772. https://doi.org/10.1037/fam0000421.

Machi, S. (2018) ‘Paraphrasing the "other": connecting participants in Japanese conversation’, Journal. Faculty of Humanities, 67, pp.39-53. Available at: https://jwu-jp.academia.edu/SaekoMachi/Papers (Accessed 1 June 2021).

Ollin, R. (2008) ’Silent pedagogy and rethinking classroom practice: structuring teaching through silence rather than talk’, Cambridge Journal of Education, 38(2), pp.265-280. https://doi.org/10.1080/03057640802063528.

Whitcomb, C., and Whitcomb, L. (2013) Effective interpersonal and team communication skills for engineers. Hoboken: Wiley. https://doi.org/10.1002/9781118514283.

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Published

13-10-2021

How to Cite

Fromm, A. (2021) “MSc student voices about learning together in an online academic conversation club: a collaborative student project”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.741.

Issue

No. 22 (2021): Special Edition, Compendium of Innovative Practice: Learning Development in a Time of Disruption

Section

Adapting core features of learning development: skills and writing support

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