Students' experiences of synchronous online tuition in health and social care.
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| Title: | Students' experiences of synchronous online tuition in health and social care. |
|---|---|
| Authors: | Chandler, Kathy1 kathy.chandler@open.ac.uk |
| Source: | Research in Learning Technology. 2022, Vol. 30, p1-14. 14p. |
| Subject Terms: | *Tuition, *Online education, *Undergraduates |
| Abstract: | This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students' lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors' characteristics. They value friendly, empathetic tutors who enable students' contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers' perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people's faces and build relationships. An awareness of students' contexts and preferences can help educators to enable positive tutorial experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161127478 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Students' experiences of synchronous online tuition in health and social care. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chandler%2C+Kathy%22">Chandler, Kathy</searchLink><relatesTo>1</relatesTo><i> kathy.chandler@open.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Learning+Technology%22">Research in Learning Technology</searchLink>. 2022, Vol. 30, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tuition%22">Tuition</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students' lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors' characteristics. They value friendly, empathetic tutors who enable students' contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers' perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people's faces and build relationships. An awareness of students' contexts and preferences can help educators to enable positive tutorial experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Learning Technology is the property of Association for Learning Technology and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161127478 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.25304/rlt.v30.2713 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Tuition Type: general – SubjectFull: Online education Type: general – SubjectFull: Undergraduates Type: general Titles: – TitleFull: Students' experiences of synchronous online tuition in health and social care. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chandler, Kathy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 21567069 Numbering: – Type: volume Value: 30 Titles: – TitleFull: Research in Learning Technology Type: main |
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