Article
Version 2
Preserved in Portico This version is not peer-reviewed
Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations
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)
Version 2 : Received: 21 October 2021 / Approved: 21 October 2021 / Online: 21 October 2021 (12:10:57 CEST)
A peer-reviewed article of this Preprint also exists.
Nash, C. Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations. Challenges 2021, 12, 29. Nash, C. Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations. Challenges 2021, 12, 29.
Abstract
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.
Keywords
academic meetings; video conferencing; Zoom; private Facebook group; narrative research; COVID-19; self-directed learning; team mindfulness; democratic meetings
Subject
Social Sciences, Education
Copyright: This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Commenter: Carol Nash
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5 Changed “c1” to “1” in author’s address.
23-24 Changed “Keywords: academic meetings, video conferencing; Zoom, private Facebook group; narrative research, COVID-19, self-directed learning, team mindfulness, democratic meetings” to “Keywords: academic meetings; video conferencing; Zoom; private Facebook group; narrative research; COVID-19; self-directed learning; team mindfulness; democratic meetings”.
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328 As per reformatting provided by the journal to which the paper has been submitted: Changed “Table 1.” to “Table 1.” Centred all entries in first column “Discipline”. Italicized the major headings under “Discipline”—Humanities, Life Sciences, Social Sciences, Physical Sciences.
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330 Changed “202/21” to “2020/21”.
334 As per reformatting provided by the journal to which the paper has been submitted: Changed “Table 2.” to “Table 2.” Centred all entries in first column “Type of Researcher”.
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384 Changed “participant’s” to “participants’”.
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431-432 As per reformatting provided by the journal to which the paper has been submitted: Figure 1 head moved from the top of the figure to the bottom and Figure 1 italicized.
457 Changed “behavioral” to “behavioural”.
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497 New paragraph created before “On the year’s private”.
514 New paragraph created before “The year’s private”.
520 New paragraph created before “The participant who”.
542 New paragraph created before “This year can”.
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563 New paragraph created before “Drawing prompts were”
577 As per reformatting provided by the journal to which the paper has been submitted: Changed “Table 4.” to “Table 4.” Centred all entries in first column “Feature of the HeNReG”.
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594 As per reformatting provided by the journal to which the paper has been submitted: Changed “Table 5.” to “Table 5.” Centred all entries in first column “Form of Participation”.
609 As per reformatting provided by the journal to which the paper has been submitted: Changed “Table 6.” to “Table 6.”
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674-676 Changed “Total Number of Questions Asked and the Number of People Posing Questions, Those Doing So Synchronously, and Those Asking Asynchronously During the Health Narratives Research Group, both In-Person and Online (Through the Private Facebook Group), Over the Three Most Recent Academic Years with Italics Representing Meetings that were Entirely Online as a Result of COVID-19” to “Total Number of Questions Asked and the Number of People Posing Questions, Those Doing So Synchronously During the Health Narratives Research Group Meeting (Pre-COVID-19 in Person, After 12 March 2020, Online), and Those Asking and Answering Asynchronously Through the Private Facebook Group, Over the Three Most Recent Academic Years.”
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751-753 Changed “Table 8. Themes mentioned in responses provided on the April feedback forms to How was the group valuable to you as a researcher? for each of the three most recent academic years in order of receipt of feedback forms from group members” to “Table 8. Themes Mentioned in Responses Provided on the April Feedback Forms to How Was the Group Valuable to You as a Researcher? for Each of the Three Most Recent Academic Years in Order of Receipt of Feedback Forms from Group Members.” Table 8: As per reformatting provided by the journal to which the paper has been submitted: Centred all entries in first column “Themes Mentioned in Feedback Forms”.
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768-770 Changed “Table 9. Themes mentioned in responses provided on the April feedback forms to How might the HeNReG be of help to you in the future? for each of the three most recent academic years in order of receipt of feedback forms from group members” to “Table 9. Themes Mentioned in Responses Provided on the April Feedback Forms to How Might the HeNReG be of Help to You in the Future? for Each of the Three Most Recent Academic Years in Order of Receipt of Feedback Forms From Group Members”. Table 9: Centred all entries in first column “Themes Mentioned in Feedback Forms”.
792-795 Changed “Table 10. Themes mentioned in responses provided on the April feedback forms to Do you have other thoughts/comments on your experience as a participant in the HeNReG this term (especially as a result of COVID-19) for each of the three most recent academic years in order of receipt of feedback forms from group members” to “Table 10. Themes Mentioned in Responses Provided on the April Feedback Forms to Do You Have Other Thoughts/Comments on Your Experience as a Participant in the HeNReG this Term (Especially as a Result of COVID-19) for Each of the Three Most Recent Academic Years in Order of Receipt of Feedback Forms from Group Members.” Table 10: Centred all entries in first column “Themes Mentioned in Feedback Forms”.
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809-812 Changed “Table 11. Themes in responses provided on the April feedback forms of the academic year in answer to What are your thoughts on doodling aspect of the HeNReG experience? for the academic year when the question was included on the feedback form in order of receipt from participants” to “Table 11. Themes in Responses Provided on the April Feedback Forms of the Academic Year in Answer to What are Your Thoughts on the Doodling Aspect of the HeNReG Experience? for the Academic Year When the Question was Included on the Feedback Form in Order of Receipt From Participants.” Table 11: Centred all entries in first column “2020/21 Themes in Responses to Question About Doodling”.
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References
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