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

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

Published:2018 Issue: Volume: Page:338-357
ISSN:2326-8905
Container-title:Innovative Applications of Online Pedagogy and Course Design
language:
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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 analysed 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. It documents the interpretations of students' experiences with other students, in reference to their use of four types of EOTs: online conference tools, learning management systems, online social networks, and online collaboration 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 their stakeholders' needs.

Publisher

IGI Global

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