Anxious, Disconnected and 'Missing Out', but Oh so Convenient: Tertiary Students' Perspectives of Remote Teaching and Learning with COVID-19

Autor/inn/en	Thomas, Melissah; Widdop Quinton, Helen; Yager, Zali
Titel	Anxious, Disconnected and 'Missing Out', but Oh so Convenient: Tertiary Students' Perspectives of Remote Teaching and Learning with COVID-19
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 9, S.62-79, Artikel 4 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Graduate Students; Foreign Students; Student Attitudes; Foreign Countries; COVID-19; Pandemics; Social Isolation; Peer Relationship; Cooperation; Feedback (Response); Teacher Student Relationship; Student Participation; Learner Engagement; Electronic Learning; Educational Environment; Humanization; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ausland; Soziale Isolation; Peer-Beziehungen; Co-operation; Kooperation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Humanisierung; Australien
Abstract	The higher education sector has learnt a great deal in the online delivery shift due to COVID-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and challenges of learning experiences. Emergent themes found affordances of convenience and challenges of relational and structural aspects of teaching and learning. Relational aspects of learning were more challenging, including peer collaboration, seeking informal advice and feedback from academics, and participation and engagement. We recommend the inclusion of student voice to guide post COVID-19 teacher education design recommend several areas of support to guide a humanising and personal connection into the remote learning environment. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01