Liu Yan
Higher Education Research Institute Nanjing Institute of Technology, Nanjing, 211167, China.
Heliyon. 2023 Jun 21;9(6):e17496. doi: 10.1016/j.heliyon.2023.e17496. eCollection 2023 Jun.
Development in educational technology affected teaching at higher education institutes to a great extent. As a result, schools and universities have welcomed Electronic Learning (e-learning), most notably during the pandemic when educational institutes were closed. Different quantitative and qualitative researchers have mainly studied the quality of e-learning and its negative and positive consequences for societies, teachers, and students. However, matches and mismatches between university teachers' and students' perceptions of e-learning problems and advantages have not been well documented. Through a phenomenology study, this study delved into lived experiences of 25 teachers and 23 undergraduate students who were selected through theoretical sampling at Quzhou University in China. The data were collected through semi-structured interviews with the informants. The thematic analysis of the interviews revealed some matches and some mismatches between the teachers' and students' perceptions of e-learning problems and advantages. Teachers, students, and other stakeholders can use findings to reduce the negative consequences and enhance the quality of e-learning.
教育技术的发展在很大程度上影响了高等教育机构的教学。因此，中小学和大学都欢迎电子学习（在线学习），尤其是在疫情期间教育机构关闭的时候。不同的定量和定性研究人员主要研究了在线学习的质量及其对社会、教师和学生的消极和积极影响。然而，大学教师和学生对在线学习问题和优势的看法之间的契合与不契合尚未得到充分记录。通过一项现象学研究，本研究深入探讨了在中国衢州学院通过理论抽样选出的25名教师和23名本科生的生活经历。数据通过对受访者的半结构化访谈收集。访谈的主题分析揭示了教师和学生对在线学习问题和优势的看法之间的一些契合点和一些不契合点。教师、学生和其他利益相关者可以利用研究结果来减少负面影响并提高在线学习的质量。
