Online Postgraduate Teaching: Re-Discovering Human Agency

Aitken, Gill; Hayes, Sarah

doi:10.1007/978-3-030-77673-2_8

Cited by 8 publications

(4 citation statements)

References 50 publications

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“…The study further showed that it is important for course instructors to be present to constantly offer support, check progress and further attend to the individual needs of students in an online course. This idea is in sync with Aitken and Hayes (2021) who assert that the creativity of the educators is central to the success of students in an online programme as they have to devise innovative strategies to meet the varied students' needs.…”

Section: Discussionmentioning

confidence: 95%

“…The teacher, therefore, has to create a safe space for all learners to perform to their optimum level. In the same vein, Aitken and Hayes (2021) observed that the creativity of educators is central to the success of students in an online programme as they have to devise innovative strategies to meet the varied students' needs. So the regular and timeous announcements provided by the course instructors created a conducive online learning space and students did not miss important announcements.…”

Section: Discussionmentioning

confidence: 99%

“…Course instructors have a critical role to play in supporting students for success in an online environment. Aitken and Hayes (2021) observed that the creativity of the educators is central to the success of students in an online programme as they have to devise innovative strategies to meet the varied students' needs. They argue that course instructors need a diverse set of skills to adjust from traditional academic roles and catch up with the innovations in the online space.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Evaluating the Online Learning Experiences of Participants in an Online Education Course

2022

JEP

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Learning online could be an entirely new experience for students who are used to learning in face-to-face contact settings. Of importance are the ways course instructors and learners transition to online teaching and learning. Underpinned by the Community of Inquiry framework, the study sought to explore and understand the online learning experiences of participants on a 4-week long intensive training programme in a rural-based university in Eswatini. A purposive sample of eleven participants participated in the study by completing a programme evaluation form and participating in a virtual focus group discussion session. The thematic content analysis method was utilised to analyse qualitative data. The study found that while the participants found online learning exciting and flexible, they had different interpretations of their interactions with content, peers, course instructors and technology. The study concludes that effective online teaching and learning is dependent on the meaningful interaction of the learners with content, peers, course instructors and technology. There are important pedagogical implications on how online course instructors should establish and maintain the three 'presences' which are the cognitive, the social and the teaching in ways that impact positively on the online learners' learning processes.

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Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Evaluating the Online Learning Experiences of Participants in an Online Education Course

2022

JEP

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“…The two questions are: How does human agency change in an online environment, and can agency be collegial and collective? Aitken and Hays (2021) state that online education requires human agency, while Bandura (2018) postulates that collective agency is just as important in sharing knowledge.…”

Section: Literature Reviewmentioning

confidence: 99%

Library and information services’ reflections on emergency remote support and crisis-driven innovations during pandemic conditions

Wyk

2023

IFLA Journal

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Crisis-driven innovation is needed to manage a scarcity in resources. The recent COVID-19 crisis exacerbated the prevailing digital exclusion in the education sector in particular. Sudden changes in otherwise stable higher education environments necessitated immediate and decisive innovation, particularly where education support services were concerned. This study reports on an academic library and information service’s reflections on emergency strategies implemented during the COVID-19 pandemic. This study was conceptualised through the lenses of existing digital exclusion frameworks and information poverty frameworks. The findings from the qualitative data gathered via focus group interviews emphasise the importance of emergency remote library and information services. The pandemic conditions and sudden remote service delivery model highlighted the prevailing socio-economic and socio-technical inequalities and exclusions among students. The value of the study lies in the reflections made on the institution-wide crisis-driven innovation strategy implemented, and the realisation that library and information services must offer active academic support. The study offers a library and information services model to prepare for future eventualities.

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Postdigital Education

Fawns

2023

Encyclopedia of Postdigital Science and Education

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Online Postgraduate Teaching: Re-Discovering Human Agency

Cited by 8 publications

References 50 publications

Evaluating the Online Learning Experiences of Participants in an Online Education Course

Evaluating the Online Learning Experiences of Participants in an Online Education Course

Library and information services’ reflections on emergency remote support and crisis-driven innovations during pandemic conditions

Postdigital Education

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