The impact of resilience acquisition on students transitioning to university during covid-19: a follow up study with Myanmar students

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Steve Gomersall, Alan Floyd
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引用次数: 0

Abstract

In our previous study (Gomersall & Floyd, in Asia Pacific Education Review 24:447–459, 2022), we reported that a group of Myanmar students, who studied online for their high school qualifications during COVID-19, reported drawing on a range of factors to enable them to overcome the adversity and continue their education. Moreover, they claimed that they had benefited from the online experience and were ready to progress to university. This study returns one year later to interview some of the original participants to see if their perceptions became reality. In addition, a group of students from the 2020 cohort are also interviewed so that a comparison can be made between the last group of students who studied ‘normally’ before COVID-19, and those who experienced online learning for the first time. This study addresses a gap in the literature by examining student perspectives of the ways in which they thrived as a result of digitally enhanced learning. We conclude that learning online enabled students to develop personally, enhance their digital skills, and acquire skills and knowledge that could be utilised again in the future. Moreover, those who studied online in both high school and university found the process of commencing online studies at university easier, which supports the tentative conclusion that even in low resource settings, it would be beneficial for schools to explore integrating more digital skills into the classroom.

抗逆力的获得对19世纪中期升入大学的学生的影响:对缅甸学生的后续研究
在我们之前的研究(Gomersall & Floyd, in Asia Pacific Education Review 24:447-459, 2022)中,我们报告了一群缅甸学生,他们在 COVID-19 期间通过在线学习获得高中学历,并报告说他们利用了一系列因素来克服逆境,继续接受教育。此外,他们还声称自己从在线学习中受益匪浅,并已准备好升入大学。本研究在一年后再次访问了一些最初的参与者,以了解他们的看法是否变成了现实。此外,本研究还采访了 2020 年的一批学生,以便将 COVID-19 之前 "正常 "学习的最后一批学生与首次体验在线学习的学生进行比较。本研究从学生的视角出发,探讨了他们通过数字化学习获得成功的方式,从而填补了文献中的空白。我们的结论是,在线学习使学生获得了个人发展,提高了他们的数字技能,并获得了将来可以再次使用的技能和知识。此外,那些在高中和大学都进行过在线学习的学生认为,在大学开始在线学习的过程更加容易,这支持了我们的初步结论,即即使在资源匮乏的环境下,学校探索将更多数字技能融入课堂也是有益的。
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来源期刊
Asia Pacific Education Review
Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
4.30%
发文量
64
期刊介绍: The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).
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