Student Support in E-Learning Courses in Higher Education--Insights from a Metasynthesis "A Pedagogy of Panic Attacks"

Autor/in	Minnaar, A.
Titel	Student Support in E-Learning Courses in Higher Education--Insights from a Metasynthesis "A Pedagogy of Panic Attacks"
Quelle	In: Africa Education Review, 8 (2011) 3, S.483-503 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2011.618664
Schlagwörter	Foreign Countries; Electronic Learning; Educational Technology; Internet; Meta Analysis; Online Courses; Research Methodology; Theories; College Students; Coding; Interviews; Research Design; Data Collection; Data Analysis; Journal Articles; Interpersonal Relationship; Teaching Methods; Qualitative Research; Search Strategies; Literature Reviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Meta-analysis; Metaanalyse; Online course; Online-Kurs; Research method; Forschungsmethode; Theory; Theorie; Collegestudent; Codierung; Programmierung; Interviewing; Interviewtechnik; Forschungsdesign; Data capture; Datensammlung; Auswertung; Journal article; Zeitschriftenaufsatz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Suchstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	E-learning includes the use of the internet for accessing learning materials, interacting with learning content and with instructors and students to obtain support during the learning process in order to gain knowledge and personal meaning and to grow. It occurs when students have electronic access to resources and where they are in regular online contact with their peers and tutors. The primary objective of the metasynthesis was to analyse primary qualitative research studies on learner support in online courses to establish a guideline for e-learning support. The metamethod entailed thoughtful examination of the manner in which the methodological approach was used to gather and interpret the data. The metadata analysis involved reinterpretations of the actual findings from the primary qualitative studies. Lastly, the metatheory consisted of an examination of theories leading the primary researchers' topics, frameworks and research questions. Conducting a metastudy from a constructivist perspective as in this research meant that I functioned as the interpreter of primary research studies, translating what has been written by other researchers for the purpose of revealing similarities and differences, and developing practice guidelines or theoretical concepts on a specific phenomenon. I identified three main themes regarding student support in e-learning in higher education, technical problems (infrastructure and access), a panic attack (pedagogy) and a human contact (human factors). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01