Literaturnachweis - Detailanzeige
| Autor/inn/en | Hunt, Ingrid; Power, Jason; Young, Keith; Ryan, Alan |
|---|---|
| Titel | Optimising Industry Learners' Online Experiences -- Lessons for a Post-Pandemic World |
| Quelle | In: European Journal of Engineering Education, 48 (2023) 2, S.358-373 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Power, Jason) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2022.2112553 |
| Schlagwörter | Electronic Learning; Student Experience; Graduate Students; Business Administration Education; COVID-19; Pandemics; Group Dynamics; Group Activities; Interpersonal Relationship; Learning Management Systems; Foreign Countries; Ireland |
| Abstract | This study examines the experiences and impact COVID-19 has had on industry online learners. Exploring initially the term 'industry learner' and explaining the background to the design of the online modules the learners participated on. The design and delivery of this programme resulted in minimal impacts from the COVID-19 pandemic. The study explores qualitative reports of industry learners' experiences, and these are analysed using thematic analysis. The findings suggest that the design principle of maximising social interaction, at peer to peer and peer to educator levels, resulted in an enhanced student experience. Group based interactions were recognised by learners as both an occasional source of friction, but also as a valuable proxy for industry leadership roles and workplace group dynamics. This highlights the complex enhancing and inhibiting nature of group-based learning. Implications for further optimisation of online and blended learning environments are explored and associated future research priorities are identified. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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