High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Yates, Anne B.; Starkey, Anne; Egerton, Benjamin; Flueggen, Florian

doi:10.26686/wgtn.13315877

Cited by 11 publications

(14 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Likewise, Yates et al. (2020)’s study in high school students also revealed that over half of the students preferred in‐class collaboration over online collaboration as they value the immediate support and the proximity to teachers and peers from in‐class interaction.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Therefore, integration of social interaction into pedagogy for online learning is essential, especially at the times when students do not actually know each other or have communication and collaboration skills underdeveloped (Garrison et al., 2010; Gašević et al., 2015). Unfortunately, existing evidence suggested that online learning delivery during the COVID‐19 pandemic often lacks interactivity and collaborative experiences (Bączek et al., 2021; Yates et al., 2020). Bączek et al., (2021) found that around half of the medical students reported reduced interaction with teachers, and only 4% of students think online learning classes are interactive.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Niemi et al’s study (2020) with students in a Finish high school have found that students often reported heavy workload and fatigue during online learning. These issues could cause anxiety and reduce students’ learning motivation, which would have negative consequences on their emotional well‐being and academic performance (Niemi & Kousa, 2020; Yates et al., 2020), especially for senior students who are under the pressure of examinations. Consequently, their expectations of online learning could be orientated toward having additional learning support functions and materials.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Emerging evidence on students’ online learning experience during the COVID‐19 pandemic has identified several major concerns, including issues with internet connection (Agung et al., 2020; Basuony et al., 2020), problems with IT equipment (Bączek et al., 2021; Niemi & Kousa, 2020), limited collaborative learning opportunities (Bączek et al., 2021; Yates et al., 2020), reduced learning motivation (Basuony et al., 2020; Niemi & Kousa, 2020; Yates et al., 2020), and increased learning burdens (Niemi & Kousa, 2020). Although these findings provided valuable insights about the issues students experienced during online learning, information about their learning conditions and future expectations were less mentioned.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, most of these recent studies were limited to higher education, except for Yates et al. (2020) and Niemi and Kousa’s (2020) studies on senior high school students. Empirical research targeting the full spectrum of K‐12students remain scarce.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Yan

Whitelock‐Wainwright

Guan

et al. 2021

Brit J Educational Tech

182

View full text Add to dashboard Cite

Online learning is currently adopted by educational institutions worldwide to provide students with ongoing education during the COVID‐19 pandemic. Even though online learning research has been advancing in uncovering student experiences in various settings (i.e., tertiary, adult, and professional education), very little progress has been achieved in understanding the experience of the K‐12 student population, especially when narrowed down to different school‐year segments (i.e., primary and secondary school students). This study explores how students at different stages of their K‐12 education reacted to the mandatory full‐time online learning during the COVID‐19 pandemic. For this purpose, we conducted a province‐wide survey study in which the online learning experience of 1,170,769 Chinese students was collected from the Guangdong Province of China. We performed cross‐tabulation and Chi‐square analysis to compare students’ online learning conditions, experiences, and expectations. Results from this survey study provide evidence that students’ online learning experiences are significantly different across school years. Foremost, policy implications were made to advise government authorises and schools on improving the delivery of online learning, and potential directions were identified for future research into K‐12 online learning. Practitioner notes What is already known about this topic Online learning has been widely adopted during the COVID‐19 pandemic to ensure the continuation of K‐12 education. Student success in K‐12 online education is substantially lower than in conventional schools. Students experienced various difficulties related to the delivery of online learning. What this paper adds Provide empirical evidence for the online learning experience of students in different school years. Identify the different needs of students in primary, middle, and high school. Identify the challenges of delivering online learning to students of different age. Implications for practice and/or policy Authority and schools need to provide sufficient technical support to students in online learning. The delivery of online learning needs to be customised for students in different school years.

show abstract

Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Yan

Whitelock‐Wainwright

Guan

et al. 2021

Brit J Educational Tech

182

View full text Add to dashboard Cite

show abstract

Mining and Analysis of Search Interests Related to Online Learning Platforms from Different Countries Since the Beginning of COVID-19

Thakur,

Khanna,

Cui

et al. 2023

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Ahmed

Opoku²

2021

Educ Inf Technol

View full text Add to dashboard Cite

Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

show abstract

High school students’ experience of online learning during Covid-19: the influence of technology and pedagogy

Abstract: No description supplied

Cited by 11 publications

References 8 publications

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Students’ experience of online learning during the COVID‐19 pandemic: A province‐wide survey study

Mining and Analysis of Search Interests Related to Online Learning Platforms from Different Countries Since the Beginning of COVID-19

Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic

Contact Info

Product

Resources

About