scholarly journals Interpreting experiences of students using educational online technologies to interact with teachers in blended tertiary environments: A phenomenological study

2017 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Phenomenological Study ◽  
Tertiary Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Technologies ◽  
Phenomenological Interpretation ◽  
Widespread Implementation ◽  
Key Stakeholders

Although educational online technologies (EOTs) have transformed the delivery of learning in higher education, significant EOT challenges have impeded their effectiveness, preventing widespread implementation. The persistence of these challenges suggests that tertiary education institutes (TEIs) have experienced a gap in understandings about the reality of key stakeholders’ EOT needs. This research made a phenomenological interpretation of key stakeholders’ EOT experiences, to establish their current EOT needs and challenges and provide a basis from which to recommend methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of the phenomena through an abstraction and articulation of local and global themes. This paper is the first in a series of six publications that presents the local themes. It documents the interpretations of students’ experiences with teachers, in reference to their use of four types of EOTs: online conference tools, learning management systems, blog sites and lecture capture tools. These interpretations, which include descriptions of stakeholders’ 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 stakeholders’ needs.

Interpreting Experiences of Teachers Using Online Technologies to Interact with Teachers in Blended Tertiary Environments

2017 ◽  
Vol 12 (3) ◽  
pp. 47-60 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
New Zealand ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Technologies ◽  
Phenomenological Interpretation ◽  
Key Stakeholders ◽  
Teachers Experiences ◽  
Different Types ◽  
Learning Management

This research made a phenomenological interpretation of key stakeholders' experiences with educational online technologies (EOT), to determine their present EOT needs and challenges and provide a basis from which to propose methods for effective EOT support. It analysed the EOT experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted the meanings of the phenomena through an abstraction of local and global themes. This paper is the fifth in a series of six publications that presents the local themes. It documents the interpretations of teachers' experiences with other teachers, in reference to their use of two different types of EOTs: learning management systems (Blackboard), and online networking tools (Twitter and Facebook). These interpretations, which include descriptions of teachers' EOT challenges, helped to inform a set of recommendations for effective EOT use, to assist institutes in their efforts to address EOT challenges and meet stakeholders' needs.

A Phenomenological Interpretation of Teachers' Online Technology Experiences With Students in Blended Tertiary Environments

2019 ◽  
pp. 27-47
Author(s):  
Kimberley Tuapawa
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Learning Management Systems ◽  
Management Systems ◽  
Online Video ◽  
Online Technology ◽  
Phenomenological Interpretation ◽  
Key Stakeholders ◽  
Teachers Experiences ◽  
Learning Management

This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analyzed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. This chapter is an update of the fourth in a series of six publications to present the local themes. It documents the interpretations of teachers' experiences with students, in reference to their use of three types of EOTs: learning management systems, online video platforms, and online networking tools. These interpretations, which include descriptions of teachers' challenges using these tools, helped to inform a set of recommendations for effective EOT use, to assist tertiary education institutes (TEIs) to address technology-based challenges and meet their key stakeholders' needs.

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

2018 ◽  
pp. 1261-1274
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Tertiary Education ◽  
Traditional Learning ◽  
Technology Usage ◽  
Learning Spaces ◽  
Online Technologies ◽  
Key Stakeholders ◽  
Effective Use ◽  
Stakeholder Needs

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the continued success of blended implementations in higher education. As technology usage accelerates, it is important for TEIs to understand and address the current challenges faced by key stakeholders using EOTs in BTEs, and provide appropriate support. This paper identifies and discusses the challenges stakeholders experience in using EOTs in BTEs. Interviews with 13 blended learning experts from New Zealand, Australia and Canada identified the challenges in using EOTs, and the extent to which these prevent widespread adoption and effective use of EOTs in BTEs. The outcomes of this study will enable them to design relevant approaches to tackle current obstacles in EOT usage, and deliver meaningful support to key stakeholders in BTEs.

Interpreting Experiences of Students Using Educational Online Technologies to Interact with Students in Blended Tertiary Environments

2016 ◽  
Vol 6 (4) ◽  
pp. 38-52 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Online Social Networks ◽  
Phenomenological Study ◽  
Tertiary Education ◽  
Learning Management Systems ◽  
Online Collaboration ◽  
Management Systems ◽  
Google Docs ◽  
Online Technologies ◽  
Teachers And Students ◽  
Institutional Strategies

This paper is part of a phenomenological study that examined teachers' and students' experiences using educational online technologies (EOTs) in blended tertiary environments (BTEs). Its aim was to understand how EOT engagement was experienced, to inform insights on EOT interactions, challenges, functionality and benefits. Phenomenological interviews were conducted with 10 teachers and 10 students from New Zealand and Australia, and their EOT experiences explored, under a range of different interactions. This paper reports on students' EOT interactions with other students, in reference to four types of EOTs: Online conference tools (Adobe Connect), learning management systems (LMS) (Blackboard, Moodle), online social networks (Facebook), and online collaboration tools (Google Docs). This research helps tertiary education institutes (TEIs) understand how, why and where EOT support for stakeholders is necessary. The outcomes assist TEIs to design approaches to tackle EOT challenges, deliver meaningful EOT support, and inform institutional strategies to strengthen the future of BTEs.

A Phenomenological Interpretation of Students' Online Technology Experiences With Other Students in Blended Tertiary Environments

2018 ◽  
pp. 338-357
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Social Networks ◽  
New Zealand ◽  
Online Social Networks ◽  
Learning Management Systems ◽  
Online Collaboration ◽  
Management Systems ◽  
Online Technology ◽  
Phenomenological Interpretation ◽  
Key Stakeholders ◽  
Learning Management

This research made a phenomenological interpretation of key stakeholders' educational online technology (EOT) experiences, to establish their current EOT needs and challenges and provide a basis from which to provide effective support. It analysed the experiences of 10 students and 10 teachers from New Zealand and Australia and interpreted their meanings through an abstraction and articulation of local and global themes. It documents the interpretations of students' experiences with other students, in reference to their use of four types of EOTs: online conference tools, learning management systems, online social networks, and online collaboration tools. These interpretations, which include descriptions of stakeholders' 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.

Challenges Faced by Key Stakeholders Using Educational Online Technologies in Blended Tertiary Environments

2016 ◽  
Vol 11 (2) ◽  
pp. 1-13 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Tertiary Education ◽  
Traditional Learning ◽  
Technology Usage ◽  
Learning Spaces ◽  
Online Technologies ◽  
Key Stakeholders ◽  
Effective Use ◽  
Stakeholder Needs

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles concerning the use of EOTs, which challenge the continued success of blended implementations in higher education. As technology usage accelerates, it is important for TEIs to understand and address the current challenges faced by key stakeholders using EOTs in BTEs, and provide appropriate support. This paper identifies and discusses the challenges stakeholders experience in using EOTs in BTEs. Interviews with 13 blended learning experts from New Zealand, Australia and Canada identified the challenges in using EOTs, and the extent to which these prevent widespread adoption and effective use of EOTs in BTEs. The outcomes of this study will enable them to design relevant approaches to tackle current obstacles in EOT usage, and deliver meaningful support to key stakeholders in BTEs.

Educational Online Technologies in Blended Tertiary Environments

2017 ◽  
Vol 13 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Blended Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Online Technologies ◽  
Key Characteristics ◽  
Effective Use

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by developing their understandings of EOT applications. This paper aimed to identify, and describe the application of a range of EOTs popularly used in blended tertiary environments (BTEs). Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analyses of data, it verified the use of 35 different EOTs in BTEs, including Adobe Connect, Blackboard, Facebook, Instagram, and YouTube. Their key characteristics were summarised using a multi-dimensional taxonomy, called the Pentexonomy, which synergised a range of perspectives into a robust, contextualised, and multi-dimensional framework for categorising EOTs. An outline of recommendations for the effective use of some of these EOTs was also provided. As EOTs advance and usage accelerates, the outcomes of this research will assist TEIs in their efforts to keep abreast of EOT developments, make informed choices about EOT use, and contribute to the delivery of relevant, meaningful EOT support.

scholarly journals Facebook in tertiary education: The impact of social media in e-Learning

2020 ◽  
Vol 17 (1) ◽  
pp. 23-36
Author(s):  
Christina Giannikas ◽  
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Tertiary Education ◽  
Learning Management Systems ◽  
Status Quo ◽  
Course Management System ◽  
Management Systems ◽  
The Status ◽  
E Learning ◽  
The Impact

The present study provides insights on the impact of using Facebook in e-learning higher education postgraduate programs. More specifically, the study (1) presents the status quo of Facebook in higher education, (2) explores the nature of Facebook in e-learning, and (3) investigates the effects of Facebook on learning community, focusing on their viewpoints. The findings reveal that the majority of the students think favorably of Facebook groups as they conveniently supplement Learning Management Systems (LMS). The survey also indicates that there was an interactive learning element to the use of Facebook that made it more appealing than their university’s Course Management System (CMS) to use during the course.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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