Literaturnachweis - Detailanzeige
| Autor/inn/en | Julien, Gabriel; Dookwah, Rhonda |
|---|---|
| Titel | Students' Transition from Face to Face Learning to Online Learning at Higher Education: A Case Study in Trinidad and Tobago |
| Quelle | In: Educational Research and Reviews, 15 (2020) 8, S.487-494 (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1990-3839 |
| Schlagwörter | Student Adjustment; Conventional Instruction; Electronic Learning; Foreign Countries; Undergraduate Students; Online Courses; Educational Policy; Student Experience; Student Attitudes; Mathematics Instruction; Peer Relationship; Trinidad and Tobago |
| Abstract | This action research highlights the experiences of undergraduate students as they transit from face to face learning to online learning at a higher education institution in Trinidad and Tobago. A review of the existing literature within the local context indicated that there exists a dearth of information about the experiences of these students. It is imperative that policy makers pay more attention and consideration to the voices of these students especially when they are formulating policies that pertain to online learning. Consequently, a case study was conducted to carefully ascertain students' experiences during this transition. Fifteen undergraduates participated in this study. Informal structured interviews and semi-structured questionnaires were employed. Data were analyzed with the use of three major thematic headings: Online learning (ONL) is a possible instructional option, Face to Face learning (F2F) is essential for Mathematics and Face to Face learning (F2F) is necessary for human interaction. Recommendations for the use of more ONL education were offered. (As Provided). |
| Anmerkungen | Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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