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ERIC Number: EJ1145224
Record Type: Journal
Publication Date: 2017
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1539-3100
Interpreting Experiences of Students Using Online Technologies to Interact with Content in Blended Tertiary Environments: A Phenomenological Study
Tuapawa, Kimberley
International Journal of Distance Education Technologies, v15 n3 p86-103 Jul-Sep 2017
Through a phenomenological approach, this research aimed to make an interpretation of key stakeholders' [educational online technology] 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 a range of students' and teachers' EOT experiences, and then interpreted the meanings of these phenomena through an abstraction of local and global themes. The local themes developed a set of meanings that were specific to stakeholders' use of individual EOTs. This paper is the third in a series of six publications that presented the local themes. It documents the interpretations of students' EOT experiences with content, in reference to their use of six different EOTs: Learning management systems (LMS), an online library catalogue, lecture capture/web cast tools, wikis, online collaboration tools, and online video platforms. The interpretations also informed recommendations for the effective use of EOTs in student-to-content interactions to assist TEIs in their efforts to adapt to meet stakeholders' EOT needs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A