Regina Smith | University of Wisconsin Milwaukee (original) (raw)
Papers by Regina Smith
Theory and Practice, 2004
Many adults express a preference for learning in small groups but often find their group experien... more Many adults express a preference for learning in small groups but often find their group experiences frustrating and dissatisfying. This tension is increasingly evident in online learning, as collaborative methods become more popular within these environments. The purpose of this study was to develop a better understanding of the emotional dynamics and processes reflected in this tension within online collaborative environments. Our findings suggest that online learning groups display behaviors that reflect two powerful, alternating, cyclical fears. On the one hand, the groups act as if they perceive a definite threat to individual identity. Such actions, however, seem to precipitate a corresponding fear of alienation and disconnectedness among group members. Getting stuck in this cycle of alternating fears may account for the lingering dissatisfaction adults have with group learning.
Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2003. Includes b... more Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2003. Includes bibliographical references (leaves 182-191). Microfiche. s
Many adults express a preference for learning in small groups but often find their group experien... more Many adults express a preference for learning in small groups but often find their group experiences frustrating and dissatisfying. This tension is increasingly evident in online learning, as collaborative methods become more popular within these environments. The purpose of this study was to develop a better understanding of the emotional dynamics and processes reflected in this tension within online collaborative
Nursing Education Perspectives, 2013
This study explored the nurse faculty experience of participating in a problem-based learning (PB... more This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.
Adult Education Quarterly, 2004
Educators are increasingly incorporating collaborative and other group methods into the design of... more Educators are increasingly incorporating collaborative and other group methods into the design of online learning. For the most part, however, these efforts reflect technical-rational views of group process. In this paper, we argue that this view of group process understates the significance of unconscious and invisible processes in online learning. Using psychodynamic theory, we discuss the role of unconscious processes
This qualitative cross-case study examines how age-related differences are manifest and managed w... more This qualitative cross-case study examines how age-related differences are manifest and managed within online groups of adult learners. The findings suggest lack of traditional instruction in the PBL groups created a vacuum of authority, which they were unable to satisfactorily resolve.
International Journal of Lifelong Education, 2010
The use of collaborative learning strategies continues to grow in online environments. The abilit... more The use of collaborative learning strategies continues to grow in online environments. The ability to collaborate may, therefore, present epistemic challenges for the students and hinder their capacity to trust their own and their fellow students’ ability to help them learn, and the capacity of the group (as a whole) to grow and develop. The purpose of this study is
This study of difference in problem-based learning groups suggests that learning to work across d... more This study of difference in problem-based learning groups suggests that learning to work across difference is bound up with an evolving sense of group identity.
New Directions for Adult and Continuing Education, 2007
ABSTRACT This chapter describes online consensus group work, a form of collaborative learning. It... more ABSTRACT This chapter describes online consensus group work, a form of collaborative learning. It discusses collaborative learning, small group work, and consensus learning, with recommendations for their use in online contexts.
New Directions for Adult and Continuing Education, 2008
ABSTRACT The rapid growth of online collaborative learning presents emotional challenges to stude... more ABSTRACT The rapid growth of online collaborative learning presents emotional challenges to students and adult educators. This chapter discusses two of these issues: epistemic and identity challenge.
Adult Education Quarterly, 2005
Theory and Practice, 2004
Many adults express a preference for learning in small groups but often find their group experien... more Many adults express a preference for learning in small groups but often find their group experiences frustrating and dissatisfying. This tension is increasingly evident in online learning, as collaborative methods become more popular within these environments. The purpose of this study was to develop a better understanding of the emotional dynamics and processes reflected in this tension within online collaborative environments. Our findings suggest that online learning groups display behaviors that reflect two powerful, alternating, cyclical fears. On the one hand, the groups act as if they perceive a definite threat to individual identity. Such actions, however, seem to precipitate a corresponding fear of alienation and disconnectedness among group members. Getting stuck in this cycle of alternating fears may account for the lingering dissatisfaction adults have with group learning.
Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2003. Includes b... more Thesis (Ph. D.)--Michigan State University. Dept. of Educational Administration, 2003. Includes bibliographical references (leaves 182-191). Microfiche. s
Many adults express a preference for learning in small groups but often find their group experien... more Many adults express a preference for learning in small groups but often find their group experiences frustrating and dissatisfying. This tension is increasingly evident in online learning, as collaborative methods become more popular within these environments. The purpose of this study was to develop a better understanding of the emotional dynamics and processes reflected in this tension within online collaborative
Nursing Education Perspectives, 2013
This study explored the nurse faculty experience of participating in a problem-based learning (PB... more This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.
Adult Education Quarterly, 2004
Educators are increasingly incorporating collaborative and other group methods into the design of... more Educators are increasingly incorporating collaborative and other group methods into the design of online learning. For the most part, however, these efforts reflect technical-rational views of group process. In this paper, we argue that this view of group process understates the significance of unconscious and invisible processes in online learning. Using psychodynamic theory, we discuss the role of unconscious processes
This qualitative cross-case study examines how age-related differences are manifest and managed w... more This qualitative cross-case study examines how age-related differences are manifest and managed within online groups of adult learners. The findings suggest lack of traditional instruction in the PBL groups created a vacuum of authority, which they were unable to satisfactorily resolve.
International Journal of Lifelong Education, 2010
The use of collaborative learning strategies continues to grow in online environments. The abilit... more The use of collaborative learning strategies continues to grow in online environments. The ability to collaborate may, therefore, present epistemic challenges for the students and hinder their capacity to trust their own and their fellow students’ ability to help them learn, and the capacity of the group (as a whole) to grow and develop. The purpose of this study is
This study of difference in problem-based learning groups suggests that learning to work across d... more This study of difference in problem-based learning groups suggests that learning to work across difference is bound up with an evolving sense of group identity.
New Directions for Adult and Continuing Education, 2007
ABSTRACT This chapter describes online consensus group work, a form of collaborative learning. It... more ABSTRACT This chapter describes online consensus group work, a form of collaborative learning. It discusses collaborative learning, small group work, and consensus learning, with recommendations for their use in online contexts.
New Directions for Adult and Continuing Education, 2008
ABSTRACT The rapid growth of online collaborative learning presents emotional challenges to stude... more ABSTRACT The rapid growth of online collaborative learning presents emotional challenges to students and adult educators. This chapter discusses two of these issues: epistemic and identity challenge.
Adult Education Quarterly, 2005