| |
original article |
Journal |
Date |
Title |
Authors All Authors |
| 1 |
[GO] |
The Journal of Educators Online |
2025―Jan―31 |
How Online Learning Environments During COVID-19 Impacted University Students’ Sense of Belonging: A Qualitative Analysis |
Andrea Moore |
| 2 |
[GO] |
The Journal of Educators Online |
2024―Sep―29 |
Counselor Trainees’ Lived Experiences of Online Learning During COVID-19 |
Dan Li, Yanhong Liu, Rebecca C. Werts |
| 3 |
[GO] |
Journal of Scholarly Engagement |
2024―Jul―10 |
Impact of The COVID-19 Pandemic on Spiritual Grace |
Erin Ervin, Jason Paltzer, Keyanna Taylor |
| 4 |
[GO] |
Journal of Scholarly Engagement |
2024―Jul―10 |
Volume 7: Issue 1, June 2024 Editorial: Bridging Boundaries: Advancing Learning Through Scholarship in An Evolving Academic Landscape Thomas D. Dyer, PhD Grand Canyon University, Editor-in-Chief JSE Jenny Kuban, M.Psy Grand Canyon University, Managing Editor JSE doi: The scholarship of teaching and learning focuses on improving student outcomes by lever- aging research on education, instructional design, and pedagogy (Boyer, 1990). Scholars use analytical frameworks to inform innovative classroom policies and practices that enhance the learning experience and promote student success. The Boyer Model of Scholarship not only pro- motes a student-centered learning approach but also inspires faculty members to engage in research activities that inform best practices in teaching and learning. This model recognizes teaching as a significant form of scholarship that influences student development. However, challenges arise when the scholarship of teaching and learning is not explicitly integrated into institutional research plans and frameworks (Simmons et al., 2021). Teaching- focused faculty often face barriers such as limited funding and a lack of collegial support for their scholarly endeavors, hindering the recognition of SoTL as legitimate research (Simmons et al., 2021). Editorial Exploring the Spiritual Formation of Generation Z Students in Christian Schools: A Reflective Journey Amy Yoder, EdD Northwest Christian School doi: This reflective narrative chronicles a transformative journey of an educator’s experience teaching in a private Christian school and the subsequent pursuit of research on the spiritual formation of Generation Z students. Drawing upon Dewey’s notion of reflection and a comprehensive review of the literature and spiritual development theories, the author examines why students in Christian schools identify teachers as the primary influence in their spiritual formation. This reflection explores the complexity of spiritual development, the challenges posed by Generation Z students’ digital native characteristics, and the feelings of inadequacy among teachers in fostering spiritual formation. Guided by Greenberger’s reflective framework and Dewey’s principle of continuity, the author aims to deepen her understanding of students’ perceptions and cultivate confidence and aptitude in supporting students’ spiritual growth. The analysis highlights teachers’ multifaceted roles as trusted confidants, mentors, role models, and spiritual guides, transcending the boundaries of academic instruction. The reflective practice findings emphasize the authenticity and modeling of faith by teachers and relationship building, which creates a powerful environment where students observe and internalize the practical application of Christian principles. Additionally, the study considers the varying stages of faith among students and the need for teachers to adapt their roles and approaches accordingly. Key Words: Reflective Practice, Christian Education, Spiritual Formation, Generation Z, Westerhoff Abstract and Paper Unexpected Silver Lining of A Worldwide Pandemic: Student Workers Working From Home Marette Hahn, PhD Grand Canyon University doi: In response to the COVID-19 pandemic, our university leadership charged our department to shift academic and career support for our 20,000 ground students to a virtual modality. Through 100+ student workers, our department maintained similar service levels and outcomes to pre-pandemic times while working remotely during the pandemic. This reflective practice explores four working ideas for how and why our student worker team s쳮ded in remote work, including: organizational culture, departmental culture, adapting an existing technology model, and training. Ultimately, all four working ideas likely contributed to our team’s success. However, it is likely an incomplete picture of what truly influenced our team’s success working remotely for 18 months. Keywords: virtual student support, academic support, career support, student workers, remote work Abstract and Paper Reflecting on The Impacts of Strengths-Based Teaching on Students' Self-Efficacy in Higher Education Classrooms Amy M. Anderson, EdD Spokane Community College Kelly R. Maguire, EdD Grand Canyon University doi: In this manuscript, two professors sought to reflect on personal discoveries from their recent research collaboration examining the relationship between strengths-based teaching and students’ self-efficacy. The findings of their study indicated that educators in higher education institutions who employ a strengths-based teaching approach that focuses on students’ capabilities, opportunities, and possibilities while creating a growth mindset, resiliency, and agency can improve students’ self-efficacy. As educators, we regularly engage in reflective practice to enhance and improve our teaching strategies. Through reflection, we were able to examine the revelations from our research and explore how we could effectively implement these practices in our teaching to highlight our students’ strengths and help them build a foundation for lifelong learning and improved self-efficacy. Keywords: strengths-based teaching, self-efficacy, higher education, research collaboration, reflective practice Abstract and Paper Portfolios For Professional Writers: A Reflection on Preparing Capstone Students For Professional Writing |
Kimbel Westerson, Maria Zafonte |
| 5 |
[GO] |
Journal of Scholarly Engagement |
2024―Jul―10 |
Volume 7: Issue 1, June 2024 Editorial: Bridging Boundaries: Advancing Learning Through Scholarship in An Evolving Academic Landscape Thomas D. Dyer, PhD Grand Canyon University, Editor-in-Chief JSE Jenny Kuban, M.Psy Grand Canyon University, Managing Editor JSE doi: The scholarship of teaching and learning focuses on improving student outcomes by lever- aging research on education, instructional design, and pedagogy (Boyer, 1990). Scholars use analytical frameworks to inform innovative classroom policies and practices that enhance the learning experience and promote student success. The Boyer Model of Scholarship not only pro- motes a student-centered learning approach but also inspires faculty members to engage in research activities that inform best practices in teaching and learning. This model recognizes teaching as a significant form of scholarship that influences student development. However, challenges arise when the scholarship of teaching and learning is not explicitly integrated into institutional research plans and frameworks (Simmons et al., 2021). Teaching- focused faculty often face barriers such as limited funding and a lack of collegial support for their scholarly endeavors, hindering the recognition of SoTL as legitimate research (Simmons et al., 2021). Editorial Exploring the Spiritual Formation of Generation Z Students in Christian Schools: A Reflective Journey Amy Yoder, EdD Northwest Christian School doi: This reflective narrative chronicles a transformative journey of an educator’s experience teaching in a private Christian school and the subsequent pursuit of research on the spiritual formation of Generation Z students. Drawing upon Dewey’s notion of reflection and a comprehensive review of the literature and spiritual development theories, the author examines why students in Christian schools identify teachers as the primary influence in their spiritual formation. This reflection explores the complexity of spiritual development, the challenges posed by Generation Z students’ digital native characteristics, and the feelings of inadequacy among teachers in fostering spiritual formation. Guided by Greenberger’s reflective framework and Dewey’s principle of continuity, the author aims to deepen her understanding of students’ perceptions and cultivate confidence and aptitude in supporting students’ spiritual growth. The analysis highlights teachers’ multifaceted roles as trusted confidants, mentors, role models, and spiritual guides, transcending the boundaries of academic instruction. The reflective practice findings emphasize the authenticity and modeling of faith by teachers and relationship building, which creates a powerful environment where students observe and internalize the practical application of Christian principles. Additionally, the study considers the varying stages of faith among students and the need for teachers to adapt their roles and approaches accordingly. Key Words: Reflective Practice, Christian Education, Spiritual Formation, Generation Z, Westerhoff Abstract and Paper Unexpected Silver Lining of A Worldwide Pandemic: Student Workers Working From Home Marette Hahn, PhD Grand Canyon University doi: In response to the COVID-19 pandemic, our university leadership charged our department to shift academic and career support for our 20,000 ground students to a virtual modality. Through 100+ student workers, our department maintained similar service levels and outcomes to pre-pandemic times while working remotely during the pandemic. This reflective practice explores four working ideas for how and why our student worker team s쳮ded in remote work, including: organizational culture, departmental culture, adapting an existing technology model, and training. Ultimately, all four working ideas likely contributed to our team’s success. However, it is likely an incomplete picture of what truly influenced our team’s success working remotely for 18 months. Keywords: virtual student support, academic support, career support, student workers, remote work Abstract and Paper Reflecting on The Impacts of Strengths-Based Teaching on Students' Self-Efficacy in Higher Education Classrooms |
Amy Anderson, Kelly Maguire |
| 6 |
[GO] |
Journal of Scholarly Engagement |
2024―Jul―10 |
Unexpected Silver Lining of A Worldwide Pandemic: Student Workers Working From Home |
Marette Hahn |
| 7 |
[GO] |
The Journal of Educators Online |
2024―Mar―29 |
Understanding Duolingo Discussion Boards as Social-Emotional Support During the COVID-19 Pandemic |
Thomas Neuschafer |
| 8 |
[GO] |
The Journal of Educators Online |
2024―Jan―30 |
Impact of COVID-19 Pandemic on Teaching and Learning: Perceptions of Civil Engineering Students Towards the Online Class and Its Challenges |
Boon Hoe Goh |
| 9 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Teaching Online During COVID-19: Teacher Self-efficacy and the Extended Technology Acceptance Model |
Chih-hsuan Wang |
| 10 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Fostering Collaborative and Constructivist Learning Through the Flipped Classroom During COVID-19 |
Tami Seifert |
| 11 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Strategizing from the COVID-19 Pandemic Experience on the Advancement in Virtual Learning in Nigeria |
Blessing N. Ramsey-Soroghaye |
| 12 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Understanding Duolingo Discussion Boards as Social-Emotional Support During the COVID-19 Pandemic |
Tom Neuschafer |
| 13 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Do Students Have Equal Perceptions of e-learning During the COVID-19 Pandemic? A Cross-Sectional Study Investigated the Differences in Students’ Perceptions Towards the Determinants That Influence Sole e-learning Use |
Rasheed Mohammad Nassr |
| 14 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Exploring Technology Education Students’ Perception on the Use of Emergency Remote Learning Amid COVID-19 Pandemic |
Dagogo William Legg-Jack |
| 15 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer? |
Michelle Bedeker |
| 16 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
F2F versus Online: Student Perceptions of Foreign Language Learning in the Time of COVID-19 |
Leah Adelson |
| 17 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
HyFlex Challenges and Strategies for Matured Learners: Construction Engineering Higher Education in New Zealand During the Pandemic |
Kam Yuen Cheng |
| 18 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Editorial for JEO Special Edition: Pandemic-Related Teaching Issues |
Sherri Restauri |
| 19 |
[GO] |
The Journal of Educators Online |
2023―Mar―31 |
Factors Influencing Student Persistence in Online Courses During the Pandemic: A Mixed-Methods Study |
Kay Swartzwelder |
| 20 |
[GO] |
The Journal of Educators Online |
2023―Jan―25 |
Examining Factors Determining the Behavioral Intention to Use Mobile Learning Systems in Higher Education: An Integrative Framework during the COVID-19 Pandemic |
|
| 21 |
[GO] |
The Journal of Educators Online |
2022―Sep―29 |
Evaluating Preservice Teachers' Performance in a Blended Field Experience Course During the Quarantine of COVID-19 |
|
| 22 |
[GO] |
Journal of Instructional Research |
2022―Aug―28 |
Online Professional Development Opportunities: Virtual Conferencing During a Pandemic |
|
| 23 |
[GO] |
The Journal of Educators Online |
2022―Mar―27 |
“It’s a Heavy Lift”: How University Faculty and Students Experienced Emergency Remote Teaching During COVID-19 |
Mary Jean Tecce DeCarlo, Dana Kemery, Jennifer Adams, Kathleen Provinzano |
| 24 |
[GO] |
Journal of Scholarly Engagement |
2022―Mar―09 |
Transitioning from Face-to-Face Instruction to Asynchronous vs. Synchronous Platforms: Lessons from COVID-19 |
Stephanie West |
| 25 |
[GO] |
Journal of Scholarly Engagement |
2022―Mar―09 |
A 23-year Veteran University Faculty Member’s Transition from Ground to Synchronous Online Classroom during the Global COVID-19 Pandemic |
Cindy Seminoff |
