Using social connection to drive engagement in emergency remote teaching and learning

References

• Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
   PubMedGoogle Scholar
• Alaa, G., & Fitzgerald, G. (2013). Re-conceptualizing agile information systems development using complex adaptive systems theory. Emergence: Complexity & Organization, 15(3), 1–23.
   Google Scholar
• Aldridge, D. (2019). Reading, engagement and higher education. Higher Education Research & Development, 38(1), 38–50. https://doi.org/10.1080/07294360.2018.1534804
   Web of Science ®Google Scholar
• Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16–25. https://doi.org/10.5539/hes.v10n3p16
   Google Scholar
• Anderson, R. A., Issel, L. M., & McDaniel Jr, R. R. (2003). Nursing homes as complex adaptive systems: Relationship between management practice and resident outcomes. Nursing Research, 52(1), 12–21. https://doi.org/10.1097/00006199-200301000-00003
   PubMed Web of Science ®Google Scholar
• Baron, P., & Corbin, L. (2012). Student engagement: Rhetoric and reality. Higher Education Research & Development, 31(6), 759–772. https://doi.org/10.1080/07294360.2012.655711
   Web of Science ®Google Scholar
• Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. Retrieved July, 2021, from https://voxeu.org/article/impact-covid-19-education
   Google Scholar
• Burns, A., & Knox, J. S. (2011). Classrooms as complex adaptive systems: A relational model. Tesl-Ej, 15(1), n1.
   Google Scholar
• Devlin, M., & Samarawickrema, G. (2022). A commentary on the criteria of effective teaching in post-COVID higher education. Higher Education Research & Development, 41(1), 21–32. https://doi.org/10.1080/07294360.2021.2002828
   Web of Science ®Google Scholar
• Dooley, K. J. (1997). A complex adaptive systems model of organization change. Nonlinear Dynamics, Psychology, and Life Sciences, 1(1), 69–97. https://doi.org/10.1023/A:1022375910940
   Google Scholar
• Evans, J. C., Yip, H., Chan, K., Armatas, C., & Tse, A. (2020). Blended learning in higher education: Professional development in a Hong Kong university. Higher Education Research & Development, 39(4), 643–656. https://doi.org/10.1080/07294360.2019.1685943
   Web of Science ®Google Scholar
• Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
   Web of Science ®Google Scholar
• Gao, X., Guo, F., & Coates, H. (2022). Contributions to the field of student engagement and success. Higher Education Research & Development, 41(1), 62–74. https://doi.org/10.1080/07294360.2021.2008326
   Web of Science ®Google Scholar
• Gell-Mann, M. (1994). Complex adaptive systems.
   Google Scholar
• Green, W., Anderson, V., Tait, K., & Tran, L. T. (2020). Precarity, fear and hope: Reflecting and imagining in higher education during a global pandemic. Higher Education Research & Development, 39(7), 1309–1312. https://doi.org/10.1080/07294360.2020.1826029
   Web of Science ®Google Scholar
• Herrmann, K. J. (2013). The impact of cooperative learning on student engagement: Results from an intervention. Active Learning in Higher Education, 14(3), 175–187. https://doi.org/10.1177/1469787413498035
   Web of Science ®Google Scholar
• Hodges, C. B., & Fowler, D. J. (2020). The COVID-19 crisis and faculty members in higher education: From emergency remote teaching to better teaching through reflection. International Journal of Multidisciplinary Perspectives in Higher Education, 5(1), 118–122. https://doi.org/10.32674/jimphe.v5i1.2507
   Google Scholar
• Holland, J. H. (2006). Studying complex adaptive systems. Journal of Systems Science and Complexity, 19(1), 1–8. https://doi.org/10.1007/s11424-006-0001-z
   Google Scholar
• Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
   Web of Science ®Google Scholar
• Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research & Development, 37(1), 58–71. https://doi.org/10.1080/07294360.2017.1344197
   Web of Science ®Google Scholar
• Kariippanon, K. E., Cliff, D. P., Okely, A. D., & Parrish, A. M. (2020). The ‘why’ and ‘how’ of flexible learning spaces: A complex adaptive systems analysis. Journal of Educational Change, 21(4), 569–593. https://doi.org/10.1007/s10833-019-09364-0
   Web of Science ®Google Scholar
• Levin, S. A. (1998). Ecosystems and the biosphere as complex adaptive systems. Ecosystems, 1(5), 431–436. https://doi.org/10.1007/s100219900037
   Web of Science ®Google Scholar
• Lorenz, E. N. (1960). Maximum simplification of the dynamic equations. Tellus, 1(12), 243–254. https://doi.org/10.3402/tellusa.v12i3.9406
   Google Scholar
• MacMahon, S., Leggett, J., & Carroll, A. (2020). Promoting individual and group regulation through social connection: Strategies for remote learning. Information and Learning Science, 121(5/6), 353–363. https://doi.org/10.1108/ILS-04-2020-0101
   Web of Science ®Google Scholar
• Marshall, S., Blackley, S., & Green, W. (2022). 40 years of research and development in higher education: Responding to complexity and ambiguity. Higher Education Research & Development, 41(1), 1–6. https://doi.org/10.1080/07294360.2021.2012879
   Web of Science ®Google Scholar
• McGaughey, F., Watermeyer, R., Shankar, K., Suri, V. R., Knight, C., Crick, T., … Chung, R. (2021). ‘This can’t be the new norm’: Academics’ perspectives on the COVID-19 crisis for the Australian university sector. Higher Education Research & Development, 1–16. https://doi.org/10.1080/07294360.2021.1973384
   Google Scholar
• Naylor, D., & Nyanjom, J. (2021). Educators’ emotions involved in the transition to online teaching in higher education. Higher Education Research & Development, 40(6), 1236–1250. https://doi.org/10.1080/07294360.2020.1811645
   Web of Science ®Google Scholar
• Raduescu, C., Leonard, J., & Hardy, C. (2016). Course design principles to support the learning of complex information infrastructures. Paper presented at the 27th Australasian Conference on Information Systems (ACIS 2016), Wollongong: Australasian Association for Information Systems (AAIS).
   Google Scholar
• Reyad, S., Madbouly, A., Chinnasamy, G., Badawi, S., & Hamdan, A. (2020, June). Inclusion of mixed method research in business studies: Opportunity and challenges. In: ECRM 2020 20th European Conference on Research Methodology for Business and Management Studies: ECRM 2020. Academic Conferences and Publishing Ltd, 19(3), 248.
   Google Scholar
• Schneider, M., & Somers, M. (2006). Organizations as complex adaptive systems: Implications of complexity theory for leadership research. The Leadership Quarterly, 17(4), 351–365. https://doi.org/10.1016/j.leaqua.2006.04.006
   Web of Science ®Google Scholar
• Stacey, R. (2007). The challenge of human interdependence: Consequences for thinking about the day to day practice of management in organizations. European Business Review, 19(4), 292–302. https://doi.org/10.1108/09555340710760125
   Google Scholar
• Tai, J. H. M., Bellingham, R., Lang, J., & Dawson, P. (2019). Student perspectives of engagement in learning in contemporary and digital contexts. Higher Education Research & Development, 38(5), 1075–1089. https://doi.org/10.1080/07294360.2019.1598338
   Web of Science ®Google Scholar
• TEQSA. (2020). Foundations for good practice: The student experience of online learning in Australian higher education during the COVID-19 pandemic, November 2020. Retrieved July, 2021, from https://www.teqsa.gov.au/latest-news/publications/foundations-good-practice-student-experience-online-learning-australian
   Google Scholar
• Tharapos, M., Peszynski, K., Lau, K. H., Heffernan, M., Vesty, G., & Ghalebeigi, A. (2022). Effective teaching, student engagement and student satisfaction during the COVID-19 pandemic: Evidence from business students’ qualitative survey evaluations. Accounting & Finance, 1–20. https://doi.org/10.1111/acfi.13025
   Web of Science ®Google Scholar
• Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2), 380–393.
   Web of Science ®Google Scholar
• Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y
   PubMed Web of Science ®Google Scholar
• Willoughby-Knox, B., & Yates, L. (2021). Working toward connectedness: Local and international students’ perspectives on intercultural communication and friendship-forming. Higher Education Research & Development, 1–17. https://doi.org/10.1080/07294360.2021.1985087
   Web of Science ®Google Scholar