Exploring in-service preschool teachers’ conceptions of and approaches to online education

Yang, Yu Fang; Tsai, Chin Chung

doi:10.14742/ajet.2635

Cited by 9 publications

(5 citation statements)

References 42 publications

(62 reference statements)

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“…This is a research approach developed to answer questions on how the participants see their experience. The outcomes of phenomenographic analysis are different content-related categories describing the differences in people's ways of experiencing and conceiving their world (Yang & Tsai, 2017). The participants were asked to answer to open-ended questions on the studied phenomenon.…”

Section: Methodsmentioning

confidence: 99%

An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

Baharom²

2018

Int. J. Interact. Mob. Technol.

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The demand for online programmes is continuously increasing at varying degrees, with the major appeal coming from adult learners whom are managing with the numerous demands from other work and life domains. These adult learners have their own varied expectations from the online learning process. The purpose of this paper is to investigate the degree to which other predictors contribute to adult learners’ satisfaction in online learning environment. A mixed-methods design was used, selecting both quantitative methods (utilizing survey research) and qualitative methods (employing open-ended questionnaire items), gathering the feedback of 200 adult learners whom comprises of secondary school teachers and college level teachers, enrolled in professional online courses. The online courses were designed using a problem-centered and case-based approach to learning and utilized technologies including learning management system (LMS) such as Moodle as well as functions from the LMS. The results showed that the items such as learner-content interaction, self-regulated learning design, and Internet self-efficacy were good predictors of students’ satisfaction. Implications of these findings for higher education in providing blended or online programmes for adult learners are also discussed.

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Section: Methodsmentioning

confidence: 99%

An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

Baharom²

2018

Int. J. Interact. Mob. Technol.

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“…By contrast, those holding the conceptions of emphasizing online argumentation as a solution of making reflections or negotiating thoughts were inclined to adopt deep approaches (e.g., “evaluating postings for challenging thoughts and reflecting thoughts carefully”). In addition, Yang and Tsai () found that teacher–learners with conceptions of online education as a mere means to achieve a diploma tended to accept surface approaches (“interacting with people”). However, those with the conception of “lifelong learning” are likely to adopt deep approaches (“getting involved in the community of sharing”).…”

Section: Literature Reviewmentioning

confidence: 99%

Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches

Lin

Deng

et al. 2019

Computer Assisted Learning

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Close links between students' conceptions of and approaches to learning were established in the past research. However, only a few quantitative studies investigated this relationship particularly with regard to mobile learning (m‐learning). The correlation between learners' conceptions and approaches to m‐learning was analysed using a partial least squares analysis applied to data obtained from a sample of 971 undergraduate students in China. The results indicated that students' conceptions of m‐learning could be classified into reproductive, transitional, and constructive levels. Students may hold multiple m‐learning applications than a predominant one; hence, examining m‐learning as one monolithic entity may provide limited information. Latent profile analysis identified four learning profiles based on students' preferred m‐learning applications: passive, mixed, surface‐supportive, and high‐engagement.. Moreover, a general trend was observed, whereby students with reproductive and surface‐supportive learning profiles showed a tendency to adopt surface approaches, whereas those expressing constructive and mixed learning profiles were more inclined to adopt deep approaches. Interestingly, students with transitional conceptions and high‐engagement learning profiles tended to take both surface and deep approaches.

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“…In today's digitalized educational environment, understanding the student perspective on online education is seen as a crucial factor in determining the quality of online courses (Van Wart et al, 2020). Despite the increasing reliance on digital means in higher education, the research on undergraduates' conceptions of online learning is still relatively limited (Tsai, 2009) and further inquiry on the issue is invited (Yang & Tsai, 2017;Lin et al, 2019). Although there are studies concerning views on e-learning in the literature, these are different from the phenomenographic studies as the purpose is generally to investigate commonly held opinions of online learning, rather than to reveal the variation in held conceptions (Stein et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Undergraduates’ Conceptions of Online Education and Technological Mediation

Bildik

Altun

2022

EJOE

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In the process of learning, the learner and the environment have a mutualistic relationship as a change in one affects the other. Inevitably, the increasing digitalization of the educational environment in the aftermath of the COVID-19 pandemic has altered the way learners learn. Understanding this change through learners’ eyes is crucial for questioning the educational value behind this transformation. Adopting this student-centered stance and using the notion of technological mediation, the present study aimed to investigate the various ways students conceptualize online education and discuss technology mediation accordingly from the perspective of sociocultural learning theory. Designed as a phenomenographic study, it was carried out with fifteen undergraduates undertaking online courses during the fall semester of the 2021-22 academic year at a state university in Turkey. The data gathered through face-to-face interviews was analyzed using phenomenographic data analysis. The results showed that the students experienced online education in four distinctive ways as (a) a way of displaying information; (b) a way of acquiring information; (c) a way of exchanging information; (d) a way of enhancing self-learning, with each affecting technology mediation in particular ways. As a result, it was concluded that students’ perceptions of online education and the way technology mediate their learning are strongly related, and for technology to mediate students’ learning as intended, it might be necessary to develop students’ conceptions first. Article visualizations:<img src="/-counters-/edu_01/0467/a.php" alt="Hit counter" />

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Exploring in-service preschool teachers’ conceptions of and approaches to online education

Cited by 9 publications

References 42 publications

An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

An Analysis on Adult Learners’ Satisfaction in Online Education Programmes

Chinese undergraduate students' perceptions of mobile learning: Conceptions, learning profiles, and approaches

Undergraduates’ Conceptions of Online Education and Technological Mediation

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