- Title
- Interpreting the experiences of teachers using educational online technologies to interact with content in blended tertiary environments: a phenomenological study
- Creator
- Tuapawa, Kimberley
- Relation
- International Journal of E-Learning and Educational Technologies in the Digital Media Vol. 3, Issue 1, p. 13-22
- Publisher Link
- http://dx.doi.org/10.17781/P002238
- Publisher
- Society of Digital Information and Wireless Communications
- Resource Type
- journal article
- Date
- 2017
- Description
- Although educational online technologies (EOTs) have enhanced the dissemination of learning in higher education, key EOT obstacles have hindered their effectiveness, preventing widespread implementation. The persistence of these obstacles suggests that tertiary education institutes (TEIs) have experienced difficulties in understanding their key stakeholders’ EOT needs. This research made an interpretation of key stakeholders’ EOT experiences, to establish their existing EOT needs and challenges, and provide a foundation from which to recommend methods for effective EOT support. It analysed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of these phenomena through an abstraction of local and global themes. This paper is the sixth in a series of six publications that presents the local themes. It documents the interpretations of teachers’ experiences with content, in reference to their use of two types of EOTs: learning management systems, and online video platforms. These interpretations, which include descriptions of teachers’ EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist TEIs in their efforts to address EOT challenges and meet their stakeholders’ needs.
- Subject
- tertiary education; blended learning; online technology; student experiences; phenomenology
- Identifier
- http://hdl.handle.net/1959.13/1399841
- Identifier
- uon:34685
- Identifier
- ISSN:2410-0439
- Language
- eng
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