Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
“I Did Not Sign Up For This”: Student Experiences Of The Rapid Shift From In-Person To Emergency Virtual Remote Learning During The Covid Pandemic, Jeff Kuntz, Viola Manokore
“I Did Not Sign Up For This”: Student Experiences Of The Rapid Shift From In-Person To Emergency Virtual Remote Learning During The Covid Pandemic, Jeff Kuntz, Viola Manokore
Higher Learning Research Communications
Abstract
Objectives: The main objective of this study was to explore students’ experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic.
Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson’s model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions.
Results: Findings were organized according to Anderson’s six factors in online teaching, namely: (a) …
Design, Development, Implementation, And Support (Ddis): A Curriculum Supporting Online Doctoral Candidates, Donna Russell
Design, Development, Implementation, And Support (Ddis): A Curriculum Supporting Online Doctoral Candidates, Donna Russell
Higher Learning Research Communications
Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs.
Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional …