Investigating students’ experience of online/distance education with photovoice during COVID-19

IF 3.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Distance Education Pub Date : 2023-07-02 DOI:10.1080/01587919.2023.2227140

Yakup Subasi, Hayati Adalar, Ahmet Tanhan, Gökmen Arslan, Kelly-Ann Allen, C. Boyle, Kerrie Lissack, Kim Collett, F. Lauchlan

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引用次数: 6

Abstract

Abstract This study used online photovoice to study students’ perceptions of online/distance education during the COVID-19 pandemic. It aimed to (a) find the factors that facilitated and impeded online/distance education during the pandemic and (b) determine to which level of ecological systems theory participants attributed facilitators and barriers. We utilized community-based participatory research as the theoretical framework, based on the ecological systems theory. The participants consisted of 119 university students. We used online interpretative phenomenological analysis to analyze the data and found 12 facilitating themes in favor of online education (e.g., technology, 31%; home study comfort, 23%; with family, 17%). In terms of barriers to online education, 14 main themes emerged (e.g., lack of finance, 28%; Internet problems, 22%). Participants attributed facilitators and barriers respectively to the following levels of ecological systems theory: individual/intrapsychic (50%, 51%), microsystem (56%, 58%), exosystem (38%, 43%), and macrosystem (25%, 45%).

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调查新冠肺炎期间学生的在线/远程教育体验

摘要:本研究利用在线照片语音研究新冠肺炎疫情期间学生对在线/远程教育的看法。它的目的是(a)找到在大流行期间促进和阻碍在线/远程教育的因素，(b)确定生态系统理论参与者将促进因素和障碍归因于哪个水平。以生态系统理论为基础，以社区参与式研究为理论框架。参与者包括119名大学生。我们使用在线解释性现象学分析来分析数据，发现了12个有利于在线教育的促进主题(例如，技术，31%;居家学习舒适，23%;与家人在一起(17%)。就在线教育的障碍而言，出现了14个主要主题(例如，缺乏资金，28%;网络问题，22%)。参与者将促进因素和障碍分别归因于以下生态系统理论水平:个体/心理内(50%，51%)、微系统(56%，58%)、外系统(38%，43%)和宏观系统(25%，45%)。

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来源期刊

Distance Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.70

自引率

6.80%

发文量

期刊介绍： Distance Education, a peer-reviewed journal affiliated with the Open and Distance Learning Association of Australia, Inc., is dedicated to publishing research and scholarly content in the realm of open, distance, and flexible education. Focusing on the freedom of learners from constraints in time, pace, and place of study, the journal has been a pioneering source in these educational domains. It continues to contribute original and scholarly work, playing a crucial role in advancing knowledge and practice in open and distance learning.