探索虚拟促进共同发展

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Workplace Learning Pub Date : 2024-07-09 DOI:10.1108/jwl-03-2024-0055
Heli Clottes Heikkilä, Anna-Leena Kurki
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引用次数: 0

摘要

设计/方法/途径在虚拟环境中,促进作用起着至关重要的作用。然而,有关虚拟促进共同发展的工具和实践的研究实例并不多。为了收集数据,我们进行了两次虚拟共同开发过程。研究结果虚拟共同开发过程中的讨论涉及共同开发的主题和脚本以及数字技术的使用。在共同发展过程中,主持人和参与者都要对主题和会议的进展负责。促进者需要在为参与者提供工具、支持互动和为参与者的主动性留出空间以增强其能动性之间取得平衡。原创性/价值这项研究强调了脚本和工具在虚拟促进中的重要性,以及共同开发过程执行中的灵活性。
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Exploring virtual facilitation of co-development

Purpose

The purpose of this study is to investigate facilitator’s tools and actions in promoting interaction in virtual co-development.

Design/methodology/approach

In virtual environments, facilitation plays a crucial role. However, research does not provide many examples of tools and practices of virtual facilitation of co-development. To collect data, two virtual co-development processes were conducted. The data consisted of discussions during virtual workshops and was analyzed using both theory- and data-driven content analysis.

Findings

The discussions during the virtual co-development processes related on the topic and script of co-development and the use of digital technology. In co-development, both the facilitators and the participants take responsibility on the topic and the progression of the session. The facilitator needs to balance between offering the participants tools, supporting interaction and leaving empty space for the participants’ initiatives to enhance their agency.

Originality/value

The study underlines the importance of the script and tools in virtual facilitation as well as flexibility in the execution of co-development processes.

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来源期刊
Journal of Workplace Learning
Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.60
自引率
10.50%
发文量
34
期刊介绍: The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.
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