Evaluation of Emergency Distance Education Based Lifelong Learning Environment Use from Student Perspective: A Phenomenological Research
Abstract
The purpose of this study is to explore the use of emergency distance based lifelong learning environment during the COVID-19 pandemic in terms of learning practices from the perspective of adult learners. Designed as a phenomenology in qualitative studies, this study focused on adult learners' experiences in the emergency online lifelong learning environment provided by the local government during the pandemic. Data were collected from three adult learners recruited through criterion and convenience sampling methods. The data were collected through semi-structured interviews and analyzed using content analysis technique. The findings revealed that the adult learners who participated in the study were satisfied with the distance-based online lifelong learning environment, but they encountered various shortcomings. According to the participants, four themes and their sub-themes were identified regarding the emergency online lifelong learning environment: student, perceived teacher support, environment and content. As a result of the study, it was determined that there is a need for studies that will reveal evaluations of online lifelong learning from different aspects
Keywords
Emergency distance learning , Lifelong learning , Local government , Adult student experince
References
- AbuKamar, M., & Kamar, A. A. (2022). Barriers and motivation for online learning among pharmacy students in Jordan. Tropical Journal of Pharmaceutical Research, 21(4), 841-845.
- Acar-Çiftçi, Y. (2022). Yüksek öğretimde acil eşzamanlı çevrimiçi öğretime ilişkin öğrenci deneyimleri. Journal of Qualitative Research in Education, 30, 70-106. doi: 10.14689/enad.30.4
- Aduba, D.E. & Mayowa-Adebara, O. (2022) Online Platforms Used for Teaching and Learning during the COVID-19 Era: The Case of LIS Students in Delta State University, Abraka, The International Information & Library Review, 54:1, 17-31, DOI: 10.1080/10572317.2020.1869903
- Al Awabdeh, A., & Albashtawi, A. H. (2023). Predictable factors that help students engage in online EFL classroom and their relationship to self-management. Int. J. Emerg. Technol. Learn., 18(1), 4-18.
- Ally, M. (2004). Foundations of Educational Theory for Online Learning. In T. Anderson & F. Elloumi, (Eds.), Theory and Practice of Online Learning (pp.3-31).Athabasca, AB: Athabasca University.
- Amiti, F. Synchronous and Asynchronous E-Learning. Eur. J. Open Educ. E-Learn. Stud. 2020 Blieck Y., Ooghe I., Zhu C., Depryck K., Struyven K., Pnoo B., Van Laer H. (2017). Validation of a conceptual quality framework for online and blended learning with success factors and indicators in adult education: A qualitative study. Turkish Online Journal of Educational Technology, 16(3), 162–182. https://files.eric.ed.gov/fulltext/EJ1152564.pdf
- Bilgiç, A. K. (2020). COVID-19 ile mücadele sürecinde yerel yönetimlerin genel görünümü. İdealkent, 11(31), 2084-2112.
- Blignaut, S., Visser, A., Maistry, S., Simmonds, S., Pheiffer, G., Le Grange, L., & Ramrathan, L. (2022). Belonging, wellbeing and stress with online learning during covid-19. South African Journal of Higher Education, 36(6), 169-191.
- Bakhov, I., Opolska, N., Bogus, M., Anishchenko, V., & Biryukova, Y. (2021). Emergency distance education in the conditions of COVID-19 pandemic: Experience of Ukrainian universities. Education Sciences, 11(7), 364. Calamlam, J. M., Ferran, F., & Macabali, L. G. (2022). Perception on research methods course’s online environment and self-regulated learning during the COVID-19 pandemic. E-Learning and Digital Media, 19(1), 93-119.
- Casanova, V. S., & Paguia, W. M. (2022). Expectations, Experiences, and Satisfaction of the Graduate Students with Distance Online Learning Environment in OMSC Graduate School during the Covid-19 Pandemic. Journal of Practical Studies in Education, 3(1),14-22