Pandemic perceptions: redefining the presence and value of one-to-one interactions and learning development in troublesome times

Authors

  • Heather Barker University of Surrey
  • Robert Walsha University of Surrey

DOI:

https://doi.org/10.47408/jldhe.vi22.792

Keywords:

learning development perceptions, online learning, one-to-one interactions, hybrid learning, student engagement, Covid-19

References

Cleveland-Innes, M. (2020) ‘The Community of Inquiry theoretical framework, designing collaborative online and blended learning’, in Beetham, H. and Sharpe, R. (eds.) Rethinking pedagogy for a digital age: principles and practice of design. 3rd edn. New York: Routledge, Taylor & Francis Group, pp.85-102.

Garrison, D.R. and Arbaugh, J.B. (2007) ‘Researching the Community of Inquiry framework: review, issues, and future directions’, Internet and Higher Education, 10, pp. 157-172. Available at: https://doi.org/10.1016/j.iheduc.2007.04.001 (Accessed: 25 August 2021).

Garrison, D.R., Anderson, T. and Archer, W. (2000) ‘Critical inquiry in a text-based environment: computer conferencing in higher education’, The Internet and Higher Education 2(2-3), pp. 87-105. Available at: https://doi.org/10.1016/S1096-7516(00)00016-6 (Accessed: 25 August 2021).

Gillis, A. and Krull, L.M. (2020) ‘COVID-19 remote learning transition in Spring 2020: class structures, student perceptions, and inequality in college course’, Teaching Sociology, 48(4), pp. 283-299. Available at: https://doi.org/10.1177/0092055X20954263 (Accessed: 25 August 2021).

Meyer, J.H.F., Land, R. and Baillie, C. (eds.) (2010) Threshold concepts and transformational learning. Sense Publishers: Rotterdam.

Murray, C., Heinz, M., Munday, I., Keane, E., Flynn, N. Connolly, C., Hall, T. and MacRuairc, G. (2020) ‘Reconceptualising relatedness in education in ‘Distanced’ Times’, European Journal of Teacher Education, 43(4), pp. 488-502. Available at: https://doi.org/10.1080/02619768.2020.1806820 (Accessed: 25 August 2021).

Raaper, R. and Brown, C. (2020) ‘The Covid-19 pandemic and the dissolution of the university campus: implications for student support practice’, Journal of Professional Capital and Community, 5(3/4), pp. 343-349. Available at: https://doi.org/10.1108/JPCC-06-2020-0032 (Accessed: 25 August 2021).

Stenbom, S., Jansson, M. and Hulkko, A. (2016) ‘Revising the Community of Inquiry framework for the analysis of one-to-one online learning relationships’, The International Review of Research in Open and Distributed Learning, 17(3), pp.36–53. Available at: https://doi.org/10.19173/irrodl.v17i3.2068 (Accessed: 25 August 2021).

Zimmerman, B.J. (2000) ‘Self-efficacy: an essential motive to learn’, Contemporary Educational Psychology, 25, pp. 82–91. Available at: https://doi.org/10.1006/ceps.1999.1016 (Accessed: 25 August 2021)

Zimmerman, B.J. (2002) ‘Becoming a self-regulated learner: an overview’, Theory into Practice, 41(2), pp. 64–70. Available at: https://doi.org/10.1207/s15430421tip4102_2 (Accessed: 25 August 2021)

Downloads

Published

2021-10-14

How to Cite

Barker, H. and Walsha, R. (2021) “Pandemic perceptions: redefining the presence and value of one-to-one interactions and learning development in troublesome times”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.792.