nach oben

Technology, Knowledge and Learning

Erschienen in:

01.12.2021 | Original research

Undergraduates' Barriers to Online Learning During the Pandemic in Greece

verfasst von: Marinos Anastasakis, Georgios Triantafyllou, Konstantinos Petridis

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2023

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

In this paper we explore the difficulties undergraduates from Greek Higher Educational Institutions faced during the transition to online learning due to the COVID-19 pandemic. By analyzing qualitative data from an online survey (N = 2093), we were able to identify the barriers undergraduates encountered during this transition and make inferences about the quality of the way online learning was implemented. The most frequently reported barriers include problems that undergraduates perceived as being caused by their lecturers, internet connection issues during an online lecture and the perceived limited social interactions that synchronous environments can afford. The paper argues that the way online learning was implemented by Greek Higher Educational Institutions did not result a meaningful learning experience for undergraduates. Our results are relevant to universities that are either forced in implementing emergency online protocols or wish to support their undergraduates’ learning experience.

Vorheriger Artikel Developing the Teacher Self-Efficacy Scale in the Use of ICT at Home for Pre-school Distance Education During Covid-19

Nächster Artikel Pre-service Teachers’ Reflections on Attitudes Towards Teaching and Learning Mathematics with Online Platforms at School: A Case Study in the Context of a University Online Training

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Anastasiades, P. S., & Kotsidis, K. (2013). The Challenges of Web 2.0 for Education in Greece. International Journal of Web-Based Learning and Teaching Technologies, 8(4), 19–33. https://doi.org/10.4018/ijwltt.2013100102

Anastasiades, P. (2014). Research in e-learning in Greek Primary, Secondary and Higher Education: Review and perspectives (in GreeK). Open Education - The Journal for Open and Distance Education and Educational Technology, 10(1), 5–32. https://doi.org/10.12681/jode.9809

Anderson, T. (2003b). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 129–144). Lawrence Erlbaum Associates.

Anderson, T., & Garrison, R. (1998). Learning in a networked world: New roles and responsibilties. In C. C. Gibson (Ed.), Distance Learners in Higher Education: Institutional responses for quality outcomes (pp. 97–112). Atwood Publishing.

Anderson, T. (2003a). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2). https://doi.org/10.19173/irrodl.v4i2.149

Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-learning, 7(1), 5–22. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2021 from https://www.learntechlib.org/primary/p/22909/

Bartolic-Zlomislic, S., & Bates, A. W. T. (1999). Investing in On-line Learning: Potential Benefits and Limitations. Canadian Journal of Communication, 24(3). https://doi.org/10.22230/cjc.1999v24n3a1111

Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844CrossRef

Bernard, R. M., Borokhovski, E., & Tamim, R. (2019). The state of research on distance, online, and blended kearning: Meta-analyses and qualitative systematic reviews. In M. G. Moore & W. C. Diehl (Eds.), Handbook of Distance Education (pp. 92–104). Routledge.

Blackmon, S. J., & Major, C. (2012). Student experiences in online courses a qualitative research synthesis. Quarterly Review of Distance Education, 13(2).

Burnham, B. R., & Walden, B. (1997). Interactions in distance education: A report from the other side. Proceedings of Adult Education Research Conference (pp. 49–54). Oklahoma State University.

Chakraborty, P., Mittal, P., Gupta, M. S., Yadav, S., & Arora, A. (2021). Opinion of students on online education during the COVID-19 pandemic. Human Behavior and Emerging Technologies, 3, 357–365. https://doi.org/10.1002/hbe2.240CrossRef

Drisko, J. W., & Maschi, T. (2016). Content analysis. Oxford University Press.

Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: Exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-zCrossRef

Hillman, D. C. A., Willis, D. J., & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. American Journal of Distance Education, 8(2), 30–42. https://doi.org/10.1080/08923649409526853CrossRef

Howland, J. L., & Moore, J. L. (2002). Student perceptions as distance learners in internet-based courses. Distance Education, 23(2), 183–195. https://doi.org/10.1080/0158791022000009196CrossRef

Joshi, O., Chapagain, B., Kharel, G., Poudyal, N. C., Murray, B. D., & Mehmood, S. R. (2020). Benefits and challenges of online instruction in agriculture and natural resource education. Interactive Learning Environments, 1–12,. https://doi.org/10.1080/10494820.2020.1725896

Kang, H., & Gyorke, A. S. (2008). Rethinking distance learning activities: A comparison of transactional distance theory and activity theory. Open Learning: The Journal of Open, Distance and e-Learning, 23(3), 203–214. https://doi.org/10.1080/02680510802420050CrossRef

Kara, M. (2020). Transactional distance and learner outcomes in an online EFL context. Open Learning: The Journal of Open, Distance and e-Learning, 1–16,. https://doi.org/10.1080/02680513.2020.1717454

Kassandrinou, A., Angelaki, C., & Mavroidis, I. (2014). Transactional distance among Open University students: how does it affect the learning process. European Journal of Open, Distance and E-Learning, 17(1), 26–42. https://doi.org/10.2478/eurodl-2014-0002CrossRef

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education. Journal of Educational Technology Systems, 46(1), 4–29. https://doi.org/10.1177/0047239516661713CrossRef

Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Sage.CrossRef

Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012CrossRef

Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659CrossRef

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.), Theoretical Principles of Distance Education (pp. 20–35). Routledge.

Moore, M. G., & Kearsley, G. (2011). Distance education: A Systems View of Online Learning (3rd ed.). Wadsworth Cengage Learning.

Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48. https://doi.org/10.1080/01587910500081269CrossRef

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749CrossRef

Naidu, S. (2020). It is the worst—and the best—of times. Distance Education, 41(4), 425–428. https://doi.org/10.1080/01587919.2020.1825929CrossRef

Owusu-Boampong, A., & Holmberg, C. (2015). Distance Education in European higher education: the potential. UNESCO, Institute for Lifelong Learning, International Council for Open and Distance Education. Retrieved November 20, 2021 from http://hdl.voced.edu.au/10707/396120

Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011CrossRef

Paul, R., Swart, W., Zhang, A. M., & MacLeod, K. (2015). Revisiting Zhang’s scale of transactional distance: Refinement and validation using structural equation modeling. Distance Education, 36(3), 364–382. https://doi.org/10.1080/01587919.2015.1081741CrossRef

Ronggui, H. (2016). RQDA: R-based Qualitative Data Analysis. R package version 0.2–8. http://rqda.r-forge.r-project.org/.

Schreier, M. (2014). Qualitative Content Analysis. In U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis (pp. 170–183). SAGE.CrossRef

Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Thousand Oaks, CA: Sage.

Titel: Undergraduates' Barriers to Online Learning During the Pandemic in Greece
verfasst von: Marinos Anastasakis
Georgios Triantafyllou
Konstantinos Petridis
Publikationsdatum: 01.12.2021
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2023
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-021-09584-5

Premium Partner

Marktübersichten

Die im Laufe eines Jahres in der „adhäsion“ veröffentlichten Marktübersichten helfen Anwendern verschiedenster Branchen, sich einen gezielten Überblick über Lieferantenangebote zu verschaffen.

Zur Marktübersicht

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 3/2023

Female Students in Quantitative Courses: An Exploration of their Motivational Sources, Learning Strategies, Learning Behaviors, and Course Achievement

Use of Predictive Analytics within Learning Analytics Dashboards: A Review of Case Studies

Digitalisation in the Curricula of Vocational Schools: Text Mining as an Instrument of Curricula Analysis

Mediating Teacher Professional Learning with a Learning Analytics Dashboard and Training Intervention

Lecturers’ Perceptions of Support for Integrating Information and Communication Technologies in Teaching and Learning

Readiness and Perception of Pacific Students to Mobile Phones for Higher Education

Premium Partner

Marktübersichten