Using Appreciative Approaches to Explore New Zealand Youth Perspectives of Online Learning Support during COVID-19
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| Title: | Using Appreciative Approaches to Explore New Zealand Youth Perspectives of Online Learning Support during COVID-19 |
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| Language: | English |
| Authors: | Trask, Suzanne (ORCID |
| Source: | Asian Journal of Distance Education. 2022 17(1):164-181. |
| Availability: | Asian Society of Open and Distance Education. 80-4 Minou Yamamoto Machi, Kurume City, Fukuoka, 839-0826, Japan. e-mail: editor@asianjde.org; Web site: http://asianjde.com/ojs/index.php/AsianJDE |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | 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 |
| Geographic Terms: | New Zealand |
| ISSN: | 1347-9008 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350205 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1347-9008 |
