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Using Appreciative Approaches to Explore New Zealand Youth Perspectives of Online Learning Support during COVID-19

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  • المؤلفون: Trask, Suzanne (ORCID Trask, Suzanne (ORCID 0000-0001-6712-6378); D'Souza, Erica (ORCID D'Souza, Erica (ORCID 0000-0002-0744-665X); Herbst, Pauline (ORCID Herbst, Pauline (ORCID 0000-0002-1029-970X); Hildreth, Jillian (ORCID Hildreth, Jillian (ORCID 0000-0002-6796-0781); Tu'akoi, Siobhan (ORCID Tu'akoi, Siobhan (ORCID 0000-0002-8955-1364); Buklijas, Tatjana (ORCID Buklijas, Tatjana (ORCID 0000-0002-7170-5417); Menzies, Rochelle (ORCID Menzies, Rochelle (ORCID 0000-0002-5166-5286); Vickers, Mark (ORCID Vickers, Mark (ORCID 0000-0003-4876-9356); Bay, Jacquie (ORCID Bay, Jacquie (ORCID 0000-0003-0139-1050)
  • اللغة:
    English
  • المصدر:
    Asian Journal of Distance Education. 2022 17(1):164-181.
  • الموضوع:
    2022
  • نوع التسجيلة:
    Journal Articles
    Reports - Research
  • معلومة اضافية
    • Peer Reviewed:
      Y
    • المصدر:
      18
    • Education Level:
      Secondary Education
      Higher Education
      Postsecondary Education
    • الموضوع:
      Online Courses; Distance Education; COVID-19; Pandemics; Educational Change; Foreign Countries; School Closing; Student Attitudes; Teacher Student Relationship; Organizational Communication; Public Policy; Resilience (Psychology); Student Experience; Secondary School Students; Undergraduate Students
    • الموضوع:
      New Zealand
    • ISSN:
      1347-9008
    • نبذة مختصرة :
      COVID-19 lockdowns and interruptions have necessitated large scale, immediate transitions to remote education. The influence of school and university closures on educational progress and achievement is not to be underestimated. This study contributes a New Zealand perspective to discussions and learning from these exceptional circumstances. The study focuses on findings from qualitative analysis of open-text survey responses from youth (aged 16-24). The young people were reporting on their perspectives of remote learning support during the four-week COVID-19 lockdown in New Zealand in March 2020 (n=2,014). Three overarching categories corresponding to individual support, teacher and institute communication, and affordances of online learning were identified. Appreciative approaches provided a conceptual and analytical framework for interpreting the data in terms of national policy and institute-level support, teacher support and practice, and individual youth resilience. At individual student level, it is important to develop their capabilities to learn online. Exploring Appreciative Intelligence with young people as a concept and quality could support them to identify and take positive steps to support their own learning online in challenging circumstances.
    • نبذة مختصرة :
      As Provided
    • الموضوع:
      2022
    • الرقم المعرف:
      EJ1350205