Anxious, Disconnected and ‘Missing Out’, but Oh So Convenient: Tertiary Students’ Perspectives of Remote Teaching and Learning with Covid-19

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-09-01 DOI:10.14221/ajte.2022v47n9.4

Melissa B. Thomas, H. W. Quinton, Z. Yager

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引用次数: 0

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.

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焦虑、疏离和“错过”，但很方便:大学生对Covid-19远程教学的看法

高等教育部门从新冠肺炎疫情导致的在线授课转变中吸取了很多教训，然而，学生的声音在文学作品中一直没有得到充分的体现。本文揭示了15名学生的观点，包括国际和国内学生，他们在澳大利亚墨尔本的一所大学学习教学硕士(中学)，期间加强了社会距离限制。通过半结构化访谈收集的归纳专题定性数据分析显示了学习经历的机遇和挑战。紧急主题发现了教学和学习的关系和结构方面的便利和挑战。学习的关系方面更具挑战性，包括同伴合作，寻求非正式的建议和学者的反馈，以及参与和参与。我们建议将学生的声音纳入指导2019冠状病毒病教师教育设计，并推荐几个支持领域，以指导在远程学习环境中建立人性化和个性化的联系。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.