I will examine the ways in which a hidden crisis can be exposed from a communications point of view. Therefore, this examination of the concept of crisis entrepreneurship is also relevant tot communication professionals. The article is in the form of proto-research and will shed light on the dilemmas experienced by crisis entrepreneurs and the interactional solutions they apply to cope with such dilemmas
We examine the ways in which a hidden crisis can be exposed from a communication point of view. In which way can organisations create general awareness of a crisis and try to understand the dynamic nature of interactions? With the help of discourse analysis, we have examined the interactional achievements of two crisis entrepreneurs in the domain of education in the Netherlands: a rector of a secondary school and the founders of BON, a social movement aimed at improving the quality of education. In this way, we will illustrate the discursive practices that play an active role when certain players signal a crisis.
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire.Implications for practice and policy:•More attention to self-regulation in online and blended learning is essential.•Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management.•Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.
