Janet E. Dyment's research while affiliated with Acadia University and other places

... Such research has provided invaluable understanding of students' perceptions of online teaching and learning practices (e.g., Martin et al., 2019) and both teachers' and students' satisfaction with OTL (e.g., Alqurashi, 2018;Bolliger et al., 2010). Furthermore, analyses based on written language have identified affordances of OTL for teacher education (Downing et al., 2019), allowing practitioners to overcome the challenges inherent in teaching online (e.g., Baran & Al Zoubi, 2020;Limperos et al., 2015). However, while concentrating solely on written language may have been appropriate in examining early examples of OLT, advances in computing and networking mean that it is now easy to integrate a wider range of semiotic resources and modes into 2 the OLE. ...

... For most Australian students, Year 7 marks the beginning of secondary school, when they will move physically from their primary school campus to a secondary school campus. This physical transition has been shown to impact student reading achievement (see Hopwood et al., 2017). As some students transition from primary school into secondary school, their reading achievement stalls, or in serious cases, decline to levels below that of their primary school years (Hanewald, 2013). ...

... Professors, students, and managers in these institutions were not asked whether they want to do it; they were required in order to prevent the spread of the virus within the community. Online education offered the opportunity of flexibility in a time when professors and students could not meet face to face [1]. Black et al. [2] considered "online education as an opportunity equalizer", offering access even to those in less-developed regions, of course, with the condition of having the necessary technical infrastructure (internet connection, devices for connecting online). ...

... This meant balancing Transactional Distance, such that they received sufficient structure to reduce stress and develop fluidity with content, but were offered sufficient opportunities for dialogue to satisfy autonomy over their learning journey (Moore, 2019). Further, it required a focus on the engagement factors known to support non-traditional student cohort retention, including prioritising regular dialogue and meaningful engagement activities, welcoming the sharing of their own experiences as part of the learning process, and encouraging positive engagement and reflective discussions with other students in the class (Stone, Downing, & Dyment, 2021;Stone & O'Shea, 2019). ...

... Other explorations in this area have focused on the new challenges that this context carries for the assessment of pre-service teachers, their collaboration through learning communities, the use of technology for activities related to the practicum, and practicum supervision [60][61][62][63]. In these challenges, researchers highlighted the efforts of teacher educators in keeping continuous communication with pre-service teachers despite technological difficulties in different countries [64][65][66], and their role in emotional care [67,68]. ...

... Despite this evidence, opportunities for outdoor learning in England are diminishing due to staff confidence in outdoor teaching and high demands in delivering the curriculum [30]; for example, the Children's People and Nature Survey for England survey found that only 23% of children reported spending time outside during lessons on most days, with 39% stating they never went outside during lessons [31]. Similar concerns have been raised internationally, such as in Australia [32] and Canada [33]. Although simply providing accessible and good quality greenspace within communities may begin to address this, undertaking specific activities outdoors which supports children developing an affective relationship with nature through engaging in outdoor activities can bring benefits 'over and above' those expected from visiting nature alone [34]. ...

... Tidak hairanlah ramai penjaga dan pendidik di luar negara telah mengaplikasikan pendekatan dari pengkaji lepas seperti Reggio Emilia yang mempercayai persekitaran luar sebagai guru ketiga kepada kanak-kanak (Torquati & Ernst, 2013;Robson & Mastrangelo, 2018;Quay et al., 2020). Menurut Peeler dan McClain (2015), pendekatan Reggio Emilia mendorong kanak-kanak untuk melibatkan diri dengan Matematik dalam menjalankan aktiviti harian di luar rumah. ...

... COVID-19 is an ideal example of a crisis with a battery of consequences [94], especially in the travel, tourism, and hospitality industry. The rapid spread of the virus brought about in-restaurant dining restrictions [98], restaurant closures or limited operations [99], intranational and international travel restrictions [99][100][101], flight cancellations [102,103], limited indoor and outdoor activities [99,104], limited general safety (e.g., social, food, cyber, economic, supply-chain, etc.) [105,106], general business disruptions and closures [107], and unemployment [108], to name a few. In addition to the large number of consequences, a striking and consistent observation has been made regarding the difference in severity of COVID-19 at different ages. ...

... Research suggests students can be demotivated (Dyment et al., 2020;Motz et al., 2021) by repetitive tasks, particularly when they do not see real-world applications for their classwork. Most undergraduate work is not only a weak simulacrum of academic work (as it is often disconnected from a larger conversation and peer-review process) but also significantly different from much of the student's experience outside of the classroom. ...

... The instruments used were a semi-structured interview specifically designed for this study, answered individually, and simple observation, recorded in a field diary. For this outdoor study the role of interviews was considered carefully in addition to an information collection method, but as socioculturally interconnected to the process, as suggested by Hill, Morse, and Dyment (2020). ...