I Am Offshore! Teaching and Learning in the Time of a Pandemic: A Pilot Study

Autor/in	Inthiran, Anushia
Titel	I Am Offshore! Teaching and Learning in the Time of a Pandemic: A Pilot Study
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 3, S.301-315 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Inthiran, Anushia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09498-4
Schlagwörter	Pandemics; COVID-19; Teaching Methods; Higher Education; Educational Change; Team Teaching; College Faculty; Foreign Students; College Students; Student Attitudes; Distance Education; Learning Strategies; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Teamteaching; Fakultät; Collegestudent; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Neuseeland
Abstract	Higher education institutions had to quickly adapt to teaching and learning during COVID-19. Border closure meant students were stuck offshore and had to learn from afar. This meant a revolutionary change had to be quickly introduced by the teaching team. As for the students, this meant, experiencing teaching and learning in a new way. In this research study, the experiences of offshore students enrolled in a university in New Zealand is explored. Participants in this research study are unique as they are students who have enrolled in a university but have never step foot in New Zealand due to border closure. This setup presents a unique opportunity to gain information on what strategies were used by these students to engage with teaching and learning material. Similarly, a description of teaching and learning strategies used by the teaching team to make teaching and learning seamless for these offshore students is described. Results of this preliminary study indicates that these students had to adapt to cultural issues and technical issues. Offshore students also provide suggestions in relation to strategies that the teaching team could use to help offshore students feel included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01