Dr. Avanelle Joseph-Edwards

Publication/source: Caribbean Educational Research Journal 9 (1), 78-101, 2024

Snippet: The present study examined the perspectives of 13 Management Team members on the factors which affected leadership readiness for and during the shift to blended instruction in a Barbadian secondary school amid the COVID-19 pandemic. Qualitative data were collected through questionnaires, interviews, focus groups and documents. A singlesite case study research design was employed. The conceptual framework was a modified model of Graham et al.’s (2013) and Wong et al.’s (2014) blended learning assessment frameworks. Thematic analysis revealed three themes: Insufficient External Governance, Lack of Leadership Training, and Systemic Barriers to Readiness. The findings contribute novel insights to the literature on leadership preparedness for blended approaches and have practical implications for educational leadership and strategic planning during crisis situations. This study expands understanding of the critical factors impacting leadership readiness for successfully adopting innovative instructional modalities.

Publication/source: Caribbean Journal of Multidisciplinary Studies 2 (1), 45-64, 2023

Snippet: Exemplars and peer feedback are generally accepted as instructional tools that have a positive impact on student evaluative judgment, but little is known about students’ perceptions of those tools in an online context and how they are used in assessment tasks. The present study examined perceptions of 26 undergraduate students on the use of exemplars and peer feedback to support learning. The study also highlighted the types of revisions students made following the viewing of exemplars and peer feedback comments. Qualitative data were collected through selfevaluation surveys, peer feedback comments, and exemplars. Ninety-six percent of students expressed positive sentiments on the utility of the resources indicating that it fosters community building and prompts self-reflection and evaluation. The feedback comment types varied from motivational, content-skill related or future learning. Though only 35%(n= 9 students) reported making revisions to their work, revisions centred on providing elaborations or new content, correcting errors and making structural changes. Theoretical and practical assessment design implications of the findings are discussed in light of the findings.

Publication/source: International Journal of Education and Development using Information and …, 2022

Snippet: This study examined student perceptions of screencast feedback and their learning behaviors following screencast feedback in an online graduate course. While there is widespread research on instructor feedback, there is far less literature focusing on video-based feedback and self-regulatory behavior within a Caribbean online learning environment. This case study addressed this gap by examining twelve management students' perceptions of screencast feedback on their online learning experience. Data were collected using visual documentation, student interviews and focus groups. The results suggest that students have positive perceptions of video-based feedback in adding value to the online learning experience. Emergent themes placed most value on the potential improved intimacy, communication, and timeliness of screencast feedback. The findings also corroborate preliminary research about the role video-based feedback plays in fostering self-regulated learning (SRL). This has

Publication/source: Old Dominion University, 2019

Snippet: The online learning environment is a dynamic yet complex learning modality. Students are physically separated from their peers, they grapple with feelings of isolation, and they may be unable to self-regulate their learning. Studies have shown that self-regulation is related to academic achievement and student metacognitive monitoring in online settings. The present study investigated the effects of a standardized diaries on students’ self-regulatory behaviors, calibration accuracy and academic achievement within an online learning environment. Using this self-monitoring and evaluation tool, forty online graduate students enrolled in a research methods course at a southeastern university in the United States participated in a semester-long experimental study. Students were randomly assigned to either a treatment or control group. The researcher used the Online Self-Regulated Learning Questionnaire (OSLQ)(Barnard-Brak, Lan, To, Paton, & Lai, 2009) to examine changes in students’ self-regulatory behavior. Calibration accuracy was used to measure metacognitive monitoring while final course grade was used to measure achievement. The one-way ANOVA revealed that students who received the intervention were significantly more accurate on their metacognitive judgements made after taking the test (postdiction) when compared to the control group. However, no significant effect of the treatment was found on self-regulated learning behaviors or academic achievement.