A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments-Reference-Cited by-同舟云学术

A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments

Published:2019 Issue: Volume: Page:27-47
ISSN:2326-8905
Container-title:Advanced Online Education and Training Technologies
language:
Short-container-title:

Author:

Tuapawa Kimberley¹

Affiliation:

1. University of Newcastle, Australia

Abstract

This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analyzed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. This chapter is an update of the fourth in a series of six publications to present the local themes. It documents the interpretations of teachers' experiences with students, in reference to their use of three types of EOTs: learning management systems, online video platforms, and online networking tools. These interpretations, which include descriptions of teachers' challenges using these tools, helped to inform a set of recommendations for effective EOT use, to assist tertiary education institutes (TEIs) to address technology-based challenges and meet their key stakeholders' needs.

Publisher

IGI Global

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