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Report on Digital Literacy in Academic Meetings during the 2020 COVID-19 Lockdown

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  • Carol Nash

    (History of Medicine Program, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, ON M5T 1W7, Canada)

Abstract

COVID-19, a novel coronavirus, was deemed a pandemic during mid-March 2020. In response, lockdowns were imposed for an indefinite period world-wide. Academic institutions were no exception. Continuing meetings of academic groups consequently necessitated online communication. Various platforms were available from which to choose to encourage digital literacy. Despite alternatives, the almost overnight closure of all non-essential services at one post-secondary institution resulted in the selection of Zoom as the preferred platform for meetings until social distancing ended. In contrast, the facilitator of a unique, health-related, narrative research group at the institution—a group tailored to critical thought, communication, cooperation and creativity—considered a hybrid format private Facebook group likely to provide a more appropriate and satisfying group experience than possible with synchronous Zoom meetings. Pros and cons of both online platforms are presented along with the conditions under which each one is preferable. Positive results were evident in promoting digital literacy for this particular academic group using the hybrid format of a private Facebook group. As such, private Facebook groups hold promise in supporting digital literacy for collaborative online health-related group meetings. Unique in examining and evaluating private Facebook groups, this report holds significance for digital literacy regarding academic meetings.

Suggested Citation

  • Carol Nash, 2020. "Report on Digital Literacy in Academic Meetings during the 2020 COVID-19 Lockdown," Challenges, MDPI, vol. 11(2), pages 1-24, September.
    • Handle: RePEc:gam:jchals:v:11:y:2020:i:2:p:20-:d:409962
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    References listed on IDEAS

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    Citations

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    Cited by:

    1. Carol Nash, 2021. "Challenges to Learners in Interpreting Self as Other, Post COVID-19," Challenges, MDPI, vol. 12(2), pages 1-24, November.
    2. Carol Nash, 2021. "Online Meeting Challenges in a Research Group Resulting from COVID-19 Limitations," Challenges, MDPI, vol. 12(2), pages 1-27, November.
    3. Carol Nash, 2023. "Roles and Responsibilities for Peer Reviewers of International Journals," Publications, MDPI, vol. 11(2), pages 1-24, June.
    4. Maria José Sá & Ana Isabel Santos & Sandro Serpa & Carlos Miguel Ferreira, 2021. "Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society," Sustainability, MDPI, vol. 13(17), pages 1-22, August.
    5. Carol Nash, 2021. "Improving Mentorship and Supervision during COVID-19 to Reduce Graduate Student Anxiety and Depression Aided by an Online Commercial Platform Narrative Research Group," Challenges, MDPI, vol. 12(1), pages 1-18, March.
    6. Hussien Mohamad Alakrash & Norizan Abdul Razak, 2021. "Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    7. Carol Nash, 2023. "Team Mindfulness in Online Academic Meetings to Reduce Burnout," Challenges, MDPI, vol. 14(1), pages 1-22, March.
    8. Luciana-Floriana Holostencu & Maria-Cristina Iorgulescu & Madalina-Lavinia Tala & Madalina-Ionela Iordache & Ileana Valimareanu (Mircioi) & Poida Georgiana Crina, 2021. "Online Economics Higher Education During Covid-19, A Case Study Approach: The Bucharest University Of Economic Studies, The Faculty Of Business And Tourism," Cactus - The tourism journal for research, education, culture and soul, Bucharest University of Economic Studies, vol. 3(2), pages 26-39.
    9. Carol Nash, 2022. "Enhancing Hopeful Resilience Regarding Depression and Anxiety with a Narrative Method of Ordering Memory Effective in Researchers Experiencing Burnout," Challenges, MDPI, vol. 13(2), pages 1-15, June.

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