Interpreting Experiences of Students Using Educational Online Technologies to Interact with Teachers in Blended Tertiary Environments: A Phenomenological Study

Autor/in	Tuapawa, Kimberley
Titel	Interpreting Experiences of Students Using Educational Online Technologies to Interact with Teachers in Blended Tertiary Environments: A Phenomenological Study
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 1, S.163-175 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Educational Technology; Technology Uses in Education; Higher Education; Phenomenology; College Students; College Faculty; Foreign Countries; Student Experience; Integrated Learning Systems; Videoconferencing; Electronic Publishing; Web Sites; Diaries; Lecture Method; Interviews; Student Attitudes; Teacher Student Relationship; Computer Software; New Zealand; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Collegestudent; Fakultät; Ausland; Studienerfahrung; Elektronisches Publizieren; Web-Design; Diary; Tagebuch; Interviewing; Interviewtechnik; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Neuseeland; Australien
Abstract	Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant EOT challenges have impeded their effectiveness, preventing widespread implementation. The persistence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders' EOT needs. This research made a phenomenological interpretation of key stakeholders' EOT experiences, to establish their current EOT needs and challenges and provide a basis from which to recommend methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of the phenomena through an abstraction and articulation of local and global themes. This paper is the first in a series of six publications that presents the local themes. It documents the interpretations of students' experiences with teachers, in reference to their use of four types of EOTs: online conference tools, learning management systems, blog sites and lecture capture tools. These interpretations, which include descriptions of stakeholders' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet stakeholders' needs. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01