preprints.org > social sciences > education > doi: 10.20944/preprints202110.0108.v1

Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Version 1 : Received: 4 October 2021 / Approved: 6 October 2021 / Online: 6 October 2021 (13:32:52 CEST)
Version 2 : Received: 21 October 2021 / Approved: 21 October 2021 / Online: 21 October 2021 (12:10:57 CEST)

The online learning necessitated by COVID-19 social distancing limitations has resulted in the utilization of hybrid online formats focused on maintaining visual contact among learners and teachers. The preferred option of video conferencing for academic meetings has become that of Zoom. The needs of one voluntary, democratic, self-reflective university research group—grounded in responses to writing prompts—differed in learning focus. Demanding a safe space to encourage and record both self-reflection and creative questioning of other participants, the private Facebook group was chosen over video conferencing to maintain the concentration on group members’ written responses rather than how they saw themselves (and thought others saw them) on screen. A narrative research model initiated in 2015, the 2020/21 interaction of the group in the year’s worth of Facebook entries, and the yearend feedback received from group participants, will be compared with previous years when the weekly group met in-person. The results in relation to COVID-19 limitations indicate that an important aspect of self-directed learning related to trust that comes from team mindfulness is lost when face-to-face interaction is eliminated regarding the democratic nature of these meetings. With online meetings the new standard, maintaining trust requires improvements to online virtual meeting spaces.

academic meetings; video conferencing; Zoom; private Facebook group; narrative research; COVID-19; self-directed learning; team mindfulness; democratic meetings

Social Sciences, Education

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