Effects of Changing from On-Site to Online Distance Classes on Graduate Students' Help-Seeking: Lessons for Sustainable Teaching and Learning from the COVID-19 Pandemic

Autor/inn/en	Ashida, Akemi; Ishizaka, Hiroki
Titel	Effects of Changing from On-Site to Online Distance Classes on Graduate Students' Help-Seeking: Lessons for Sustainable Teaching and Learning from the COVID-19 Pandemic
Quelle	In: Asia Pacific Education Review, 23 (2022) 4, S.653-667 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ashida, Akemi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09783-4
Schlagwörter	Foreign Countries; Graduate Students; COVID-19; Pandemics; In Person Learning; Electronic Learning; Distance Education; Emergency Programs; Help Seeking; Student Behavior; Foreign Students; Learning Strategies; Influences; Classroom Communication; Instructional Design; Japan + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Distance study; Distance learning; Fernunterricht; Hilfsprogramm; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Student behaviour; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Influence; Einfluss; Einflussfaktor; Klassengespräch; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Over the past decade, the Japanese government and Japanese universities have increased student mobility, both inbound and outbound, to accelerate the internationalization of higher education. However, student mobility was halted in early 2020 because of the COVID-19 pandemic, and international students who had planned to engage in a traditional study abroad program could not enter Japan. The current study examined whether the unexpected implementation of online distance classes because of the pandemic affected the learning strategies of graduate students, including international students. In addition, we investigated whether the online courses functioned as an alternative to face-to-face classes. An analysis using structural equation modeling revealed that the period of enrollment, self-regulation, and country of residence were factors that influenced help-seeking behavior. Graduate students who had enrolled before the pandemic and already experienced face-to-face classes were more likely to actively seek help from instructors and classmates in online classes. Furthermore, graduate students who were unable to enter the country but were taking classes online also tended to actively engage in help-seeking from their instructors and classmates. Students' experiences of the sudden change to distance learning suggest that, to ensure a sustainable teaching and learning environment in various contexts, instructors should use class designs that consider distance learning, particularly designs that enhance students' help-seeking, even under normal circumstances. In addition, ensuring sufficient online/virtual spaces for communication among teachers and students is important. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01