A Descriptive Study of Adult Student Preferences for Technology-Enabled Learner Support amid the COVID-19 Pandemic

Autor/in	Marx, Johan
Titel	A Descriptive Study of Adult Student Preferences for Technology-Enabled Learner Support amid the COVID-19 Pandemic
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 18 (2022) 3, S.6-23 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Adult Students; College Students; Academic Support Services; Educational Technology; Distance Education; Computer Mediated Communication; Preferences; Multimedia Instruction; In Person Learning; COVID-19; Pandemics; Student Attitudes; Access to Computers; Computer Literacy; Student Experience; Video Technology; South Africa + Suchen Sie Ihr Suchwort? Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Collegestudent; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Multimediales Lernen; Schülerverhalten; Computerkenntnisse; Studienerfahrung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although online distance education provides adult learners with an opportunity for lifelong learning, technology-enabled learner support remains a challenge. The COVID-19 pandemic introduced additional complications. The purpose of the current study was to determine which form of technology-enabled academic learner support students would prefer, and to assess their readiness for information and communications technology (ICT), be that under normal conditions or amid the pandemic. The study collected data using an online survey among fourth-level students enrolled in a research proposal module. The respondents indicated that, under normal, healthy conditions, they would prefer webinars to face-to-face learner support. Under COVID-19 conditions, respondents still ranked webinars first, online question and answer (Q&A) sessions second, vodcasts third, and lecturer-recorded videos made available via YouTube, fourth. The remainder indicated a preference for other forms of learner support. The respondents indicated their timing preference as a month before each of the assignment due dates or alternatively a week prior to the due date, with the remainder preferring more frequent online learner support. The practical implications of the study are that webinars, online Q and A sessions, and vodcasts should be actively considered for use instead of face-to-face classes for students at the University of South Africa (UNISA). (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Cavehill, Bridgetown, Barbados, BB11000, West Indies. e-mail: chiefeditor-ijedict@open.uwi.edu; Web site: http://ijedict.dec.uwi.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01