Remote Learning in the Context of COVID-19: Reviewing the Effectiveness of Synchronous Online Delivery

Autor/inn/en	Baxter, Gavin; Hainey, Thomas
Titel	Remote Learning in the Context of COVID-19: Reviewing the Effectiveness of Synchronous Online Delivery
Quelle	In: Journal of Research in Innovative Teaching & Learning, 16 (2023) 1, S.67-81 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baxter, Gavin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-1017
DOI	10.1108/JRIT-12-2021-0086
Schlagwörter	Foreign Countries; Student Attitudes; College Students; Distance Education; Online Courses; Mental Health; Intellectual Disciplines; Synchronous Communication; Feedback (Response); Student Motivation; Communities of Practice; Program Effectiveness; Barriers; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Collegestudent; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Psychohygiene; Geisteswissenschaften; Schulische Motivation; Community; Großbritannien
Abstract	Purpose: This article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience. Design/methodology/approach: The research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area. Findings: The research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively. Originality/value: The study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01