Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course

Academic support under COVID-19 lockdown: what students think of online support e-tools in an... This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.Design/methodology/approachMapping a pragmatic research approach, an explanatory mixed methods design was used for the study.FindingsEmpirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.Research limitations/implicationsThis exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.Practical implicationsThe student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.Originality/valueA noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Interactive Technology and Smart Education Emerald Publishing

Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course

Download PDF
21 pages

Loading next page...
 
/lp/emerald-publishing/academic-support-under-covid-19-lockdown-what-students-think-of-online-9LruprDJHC

References

References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1741-5659
eISSN
1741-5659
DOI
10.1108/itse-08-2020-0121
Publisher site
See Article on Publisher Site

Abstract

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.Design/methodology/approachMapping a pragmatic research approach, an explanatory mixed methods design was used for the study.FindingsEmpirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.Research limitations/implicationsThis exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.Practical implicationsThe student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.Originality/valueA noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

Journal

Interactive Technology and Smart Education – Emerald Publishing

Published: Sep 22, 2021

Keywords: Academic support; Assessment support e-tool survey; COVID-19 lockdown; Exploratory mixed methods design; Pragmatic approach; Teaching methodology of economics

References

  • Staff development and institutional support for technology enhanced learning in UK universities
    Almpanis, T.
  • Race after technology: abolitionist tools for the new Jim code
    Benjamin, R.
  • Graduate employability and the propensity to learn in employment: a new vocationalism
    Bourner, T.; Greener, S.; Rospigliosi, A.
  • Student support in open learning: sustaining the process
    Dearnley, C.
  • Triangulation 2.0
    Denzin, N.K.
  • Adopting a web-based collaborative tool to support the Manchester method approach to learning
    Drinkwater, P.M.; Adeline, C.M.; French, S.; Papamichail, S.K.; Rickards, T.
  • Technological tools to support virtual group projects
    Fiester, H.; Workman, J.
  • Economists need to abandon their comfort zones to deal with COVID-19
    Foroohar, R.
  • Supporting students’ motivation for e-learning: teachers matter on and offlineThe
    Fryer, L.K.; Bovee, H.N.
  • Supporting academic workloads in online learning
    Haggerty, C.E.
  • Professional development and the university casual academic: integration and support strategies for distance education
    Higgins, K.; Harreveld, R.E.
  • Social networking sites support collaborative learning in a ubiquitous context
    Kainama, M.S.; Djatmika, T.F.; Danardana, M.; Wahyono, H.
  • An assessment of support strategies used to facilitate distance students’ participation in a web‐based learning environment in the university of the West Indies
    Kuboni, O.; Martin, A.
  • Mobile incidental learning to support the inclusion of recent immigrants
    Kukulska-Hulme, A.S.; Gaved, M.; Paletta, L.; Scanlon, E.; Jones, A.; Brasher, A.
  • A comprehensive look at online student support services for distance learners
    LaPadula, M.
  • Online support service quality, online learning acceptance, and student satisfaction
    Lee, J.W.
  • Learner support in distance and networked learning environments: ten dimensions for successful design
    McLoughlin, C.
  • Academic year likely to spill over into 2021: higher education ministry
    Makinana, A.
  • Bridging the distance: the pedagogy of mobile learning in supporting distance learners
    Makoe, M.
  • 2020 Academic year likely to spill over into 2021: Nzimande
    Mandela, N.
  • COVID-19 – universities consider reconfiguring academic year to match that of Northern hemisphere
    Mbolekwa, S.A.
  • Lecture recordings to supportlearning: a contested space between students and teachers
    Morris, N.P.; Swinnerton, B.; Coop, T.
  • Studentoutcomes and perceptions of instructors’ demands and support in online and traditional classrooms
    Mullen, G.; Tallent-Runnels, M.K.
  • Developing the inclusive curriculum: is supplementary lecture recording an effective approach in supporting students with specific learning difficulties (SpLDs)?
    Nightingale, K.P.; Anderson, V.; Onens, S.; Fazil, Q.; Davies, H.
  • Thematic analysis: striving to meet the trustworthiness criteria
    Nowell, L.S.; Norris, J.M.; White, D.E.; Moules, N.J.
  • Tutoring integrated learning with video-based training to enhance the support of the learners in WIL: a proposal that drives the change in tutors' pedagogical culture
    Nuninger, W.; Châtelet, J.
  • How the coronavirus pandemic may be the discontinuity which makes the difference in the digital transformation of teaching and learning
    Rospigliosi, P.
  • Tertiary education academic year set to continue into 2021
    Shoba, S.
  • Evaluating socio-cultural pedagogy in a distance teacher education program
    Teemant, A.
  • Pedagogical strategies to support economics students’ learning at an open distance learning university
    Van Wyk, M.M.
  • Exploring the potential of the learning designer as a teacher support tool
    Zalavra, E.; Papanikolaou, K.