"Honest Answers to Honest Questions": Francis and Edith Schaeffer's Approach to the Education of Adults
The teaching strategies of Francis and Edith Schaeffer helped young adults construct meaning in their lives. During several seasons of tumultuous social unrest, the Schaeffers consistently gave shelter to many confused, searching, and hurting adults. Their educational motto was “honest answers to honest questions.”For nearly thirty years, from 1955-1984,Francis and Edith taught at L’Abri, a unique living-learning community they founded in the Swiss Alps. Until now no formal study has researched the educational aspect of Francis Schaeffer at L’Abri. This recent mixed-methods study has defined the educational emphases and methods ofthe Schaeffer approach at L’Abri. All the participantsin the study (n=30) were students of Francis Schaeffer at L’Abri. Their interviews yielded rich and deeply nuanced descriptions of the teaching-learning process there. In summary, they identifiedthree vital components and five valuable expressionsof the L’Abriphenomenon. Significantly, every participant (100%) indicated that Francis Schaeffer’s use of questions was helpful to their overall learning experience. The article concludes with several iterative teaching strategies from the Schaeffer approach to apply in 21stcenturyeducational settings.
Keywords: meaning, questions, inquiry, educational methods, emerging adults, Francis Schaeffer, L’Abri
Person Centered Pedagogy in an Asynchronous Online Environment: Elements of a Person-Centered Instructor
Anna M. Johnson, Grand Canyon University
There are several academic resources to help an instructor navigate the asynchronous online classroom. Teaching in the current collegiate atmospherepresents with some different strategies and pedagogical considerations. Among these considerations are student engagement within the classroom. Student engagement seems to be the golden key to unlocking the door ofsuccess in the online environment. How do we get the unmotivated student involved? What do we have to do to reach the studentstruggling to understand the content of this course? How do some students grasp the concepts we are teaching easier than others? While there are several researchers that have given credence to student engagement and the challenges represented in these questions/statements, this article will focus on the importance of person-centered pedagogical considerations with respect to student engagement, grading, and instructor involvement to enhance the learning environment of the online classroom. The key to unlocking the door to better understanding, is the difference between student-centered and person-centered pedagogy.
Strategic Empathy in Virtual Learning and Instruction: A Contemplative Essay About Teacher-Student Rapport During Times of Crisis
James Cartee, The University of Tennessee-Knoxville
This article introduces the issue and perception that instructors treat online college students differently than traditional in-person students (grades, late assignments, or general well-being). Without tangibly interacting with a physical presence through virtual formats, some faculty members lack the ability and know-how to practice empathy effectively in times of crisis. A review of current literature explores this crucial topic and provides valuable insights on empathy, defining the term and demonstrating how practitioners can successfully show empathy in today’s online learning environment. In hopes of helping current practitioners in higher education, the text then presents tips and advice from personal narratives on how to implement the strategy of active empathy positively and proactively in the online classroom. The text ends with a storytelling approach where empathy was necessary to achieve professional outcomes. The paper stresses the presence of empathy and compassion through intentional engagement with college students in all major times of crisis, including but not limited to the present COVID-19 pandemic.
Keywords: Caring presence, caring presence, compassion, distance learning, empathy, empathy in teaching, higher education, instructional communication, learning management systems, online college learning, learning management systems, higher education
Mindfulness in Education: Utilizing Mindfulness as a Tool to Cultivate Stress Coping Skills in K–12 Teachers through a Mindfulness Virtual Online Course (MVOC)
Uraipanyawan Pinthong, Arizona State University
|This study investigated how to decrease teacher stress and burnout by a virtual online mindfulness practice intervention with cognitive apprenticeship, self-determination, and self-efficacy theory as the frameworks. My research project examined instruction and training in mindfulness practice as a tool to cultivate stress coping skills in K–12 teachers through a six-week mindfulness virtual online course (MVOC). This study involved five participants and employed an explanatory sequential mixed-methods approach comprised of quantitative data collection with pre- and post-surveys followed by three qualitative interviews over six weeks to facilitate a case study consideration. The results exhibited reduced stress in participants following an increase in awareness from developing a personal mindfulness practice. Furthermore, the MVOC intervention helped the participants build a daily personalized mindfulness practice that improved their stress coping skills and was beneficial in specific ways. Teachers who practice routine mindfulness will cultivate progressively effective stress coping skills and K–12 teachers can enjoy increased job satisfaction and decreased burnout.|
Keywords: multimethodology, teacher stress, mindfulness, coping skill for K–12 teachers, online mindfulness.
Group Dynamics in a Cadaveric Laboratory: A Case Study for Instructional Practices
Natascha Heise, Eastern Virginia Medical School
Kalpana Gupta, Colorado State University
Tod R Clapp, Colorado State University
This study investigated student group dynamics, personal development, experience, and learning approaches in cadaveric laboratories at Colorado State University and Rocky Vista University. Interviews and case study analysis was performed in conjunction with Forsyth’s conceptual framework on group dynamics. Results indicated that the majority of participants were pleased with their group members but preferred not to study or spend their free time together. Eighty five percent of students stated that they underwent a change in their development as a group member and have modified their learning strategies from rote memorization to being able to connect the material as a whole. Overall, students appreciated a smaller student to cadaver ratio as it provided more time to dissect and opportunities to engage with the material. This study generated findings critical for the understanding of how group work in the cadaveric laboratory affects students in their learning, personal development, and knowledge acquisition. It offers a critical lens for restructuring curricula and incorporating effective methods into the scientific classroom.
Keywords: group dynamics, anatomy instruction
A Pedagogical Reflection on Counseling Skills in Asynchronous Learning Environments
Daniel Kaufmann, Grand Canyon University
D'Netra Smith, Grand Canyon University
Janet Barnes, Grand Canyon University
Joan Lawrence, Grand Canyon University
Jennifer Young, Grand Canyon University
Christy Land, Grand Canyon University
Tanisha Guy, Grand Canyon University
Elizabeth Krzewski, Grand Canyon University
The online environment provides a unique opportunity for students from wide-ranging locations to participate in academic activities to develop collegial or vocational abilities. The training process for work in the counseling field consists of graduate level learning pertaining to mental health issues, self-exploration, ethical and moral development, and reviewing contemporary research topics affecting diverse populations of people. Perhaps most importantly, it also involves skill development to be able to translate knowledge into a new counselor’s skills and dispositional presentation. Since online courses are typically delivered in the formats of synchronous, asynchronous, or hybrid, it is reasonable to reflect on the differences experienced by students in skills-based courses and consider possible impacts the varied online learning environments could have on their development towards being counseling professionals. This reflection seeks to blend research and publication findings for counselor education in skills courses through the experiences of faculty and students exposed to varied learning environments utilizing the online format.
Keywords: online learning, counseling skills, asynchronous courses, COVID-19 and online education
“Zooming” Into Engagement: Increasing Engagement in the Online Classroom
Sonya Berges, Grand Canyon University
Shawna Martino, Grand Canyon University
Lynn Basko, Grand Canyon University
Crystal McCabe, Grand Canyon University
Engagement strategies for classroom instruction are now more important than ever with many schools utilizing remote learning options. Classroom engagement allows teachers to keep students focused on the lesson, create a classroom community, and monitor students’ progress. However, many teachers have struggled with incorporating engagement strategies into the online platform. Several traditional classroom engagement strategies can be modified to fit the online learning modality. In this article, the authors describe several classroom engagement strategies, including Quick Draw, One Word Splash, Think-Pair-Share, Secret Answer and Response Cards. The authors discuss their personal experience with incorporating these strategies into the online modality. Some modifications for the online classroom include utilizing features in Zoom or other video conferencing websites, including breakout rooms, chat features, emojis, and whiteboards. These strategies can increase engagement for students of all grade levels, Kindergarten through collegiate. Incorporating these strategies can assist teachers in increasing student engagement and therefore increasing student self-efficacy and success rates.
Keywords: Engagement strategies, Zoom, Technology, Online learning
Project Management Tools in the Classroom: Using the Atlassian Tool Suite in the Classroom
Mark Reha, Grand Canyon University
Victoria Fai, Grand Canyon University
We’ve all heard it before from our students that they are pressed for time, struggle to manage their time, and often do not have the training and tools to help them out. Are there some cost-effective tools that could be used by both faculty and students to help solve this problem? This paper documents the results of analyzing one such tool that could be used in academia to help students solve this problem especially for complex and lengthy courses, such as a Senior Capstone Project.
Padlet: The Multi-Purpose Web 2.0 Tool
Shaunna Waltemeyer, Grand Canyon University
Jason R. Hembree, Grand Canyon University
Helen G. Hammond, Grand Canyon University
For many faculty, Padlet has become an important Web 2.0 tool in face-to-face and online instruction. The faculty in the College of Business at a large private university located in the Southwest United States examined best practices in the use of Padlet in the online classroom and explored how else this Web tool can be used. While integration of this resource to augment classroom instruction is the primary application, faculty in this example identified additional ways to engage and collaborate with Padlet. Recommendations for use included student resources, instructor collaboration, student collaboration, practitioner starter kits, faculty starter kits, and conference resources. Applications and suggestions for each are provided. Conference resources, consulting resources, faculty collaboration, higher education, online learning, Padlet, student collaboration, Web 2.0.
Let’s Collaborate! Course Content Collaboration: Global Business and Servant Leadership
Merri Pederson, Grand Canyon University
Helen G. Hammond, Grand Canyon University
It is not uncommon for faculty to engage students in collaborative efforts within the online and face-to-face classroom setting. From a best practice perspective, it is valuable to consider other collaboration opportunities. Based on this idea, two faculty from a private Christian University decided to conduct a cross-course collaboration between students in an adult Global Business course and students in a traditional Servant Leadership course. The cross-course collaboration was examined through the lens of Bandura’s Social Learning theory. The key takeaways included potential teaching best practices through cross-course collaboration. The benefits of enhanced 21st-century leadership skills, specifically in the areas of presentation skills, problem solving skills, and communication skills may also be realized.