Learning during a Pandemic: An Activity Theory Analysis of the Challenges Experienced by Aotearoa/New Zealand University Students

Autor/inn/en	Gedera, Dilani; Forbes, Dianne; Brown, Cheryl; Hartnett, Maggie; Datt, Ashwini
Titel	Learning during a Pandemic: An Activity Theory Analysis of the Challenges Experienced by Aotearoa/New Zealand University Students
Quelle	In: Educational Technology Research and Development, 71 (2023) 6, S.2271-2295 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gedera, Dilani) ORCID (Forbes, Dianne) ORCID (Brown, Cheryl) ORCID (Hartnett, Maggie) ORCID (Datt, Ashwini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-023-10284-3
Schlagwörter	Foreign Countries; College Students; Student Experience; Barriers; Pandemics; COVID-19; Emergency Programs; Electronic Learning; School Closing; Distance Education; Social Isolation; Role Conflict; Student Adjustment; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Studienerfahrung; Hilfsprogramm; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Soziale Isolation; Rollenkonflikt; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Neuseeland
Abstract	The worldwide disruption of higher education during the COVID-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students' health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students' experiences as part of an activity system in order to unravel the system's elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students' online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students' key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01