Examining the digital tools used to engage undergraduate students through the 'time of crisis': An interpretive inquiry

Ahmad, Mifrah and Kashi, H 2020, Examining the digital tools used to engage undergraduate students through the 'time of crisis': An interpretive inquiry, in iCERi2020 : Proceedings of the 13th International Conference on Education, Research and Innovation, IATED Academy, Valencia, Spain, pp. 5392-5402, doi: 10.21125/iceri.2020.1172.

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Title Examining the digital tools used to engage undergraduate students through the 'time of crisis': An interpretive inquiry
Author(s) Ahmad, MifrahORCID iD for Ahmad, Mifrah orcid.org/0000-0002-7908-6657
Kashi, HORCID iD for Kashi, H orcid.org/0000-0002-7908-6657
Conference name iCERi2020 : Education, Research and Innovation. International Conference (13th : Online)
Conference location Online
Conference dates 09 - 10 Nov. 2020
Title of proceedings iCERi2020 : Proceedings of the 13th International Conference on Education, Research and Innovation
Editor(s) Gómez Chova, I.
Martínez, A. Lopez
Torres, I. Candel
Publication date 2020
Start page 5392
End page 5402
Total pages 11
Publisher IATED Academy
Place of publication Valencia, Spain
Keyword(s) undergraduate students’ engagement
digital tools
MS Teams
challenges
experiential learning
interpretivism
online learning
distance
no CORE2020
Summary Although the technological innovation in the education industry has become highly dominant over the past few months, acknowledging the challenges encountered during a sudden change of face-to-face to online teaching has been unpleasant for educators and educational practitioners. Despite a large amount of published work on the use of technology in the classroom resulting in positive outcomes (theoretically and empirically), the sudden change had a profound impact on factors such as students' learning engagement and challenges, accessibility, adaptability constraints, communication with the students enrolled, and the educator involved to provide a "realistic" experience. This current paper intends to provide a detailed insight into the factors mentioned above and the reflective and experiential learning of an educator (researcher and learner). The data was collected for over five months (March-August, 2020). In addition, discussions will utilize the following digital tools: MS teams and University’s Learning Management System (BB Collaborate and Discussion boards), to illustrate how different cohort undergraduate students interacted and adapted accordingly. A short survey form was circulated through the email after the study period ended. The research paradigms adopted in this study are Interpretivism and Hermeneutics, based on the model presented by Kolb Experiential Learning Model [1], to analyze the data for a deeper understanding of the researchers’ reflective experiences. Furthermore, the triangulation principle has been observed to assure the validity and trustworthiness of the results. To be prepared for future teaching, technology, and learning tools, it is crucial to identify the possible challenges and how to maintain and adapt to the "change."
Notes IATED (International Academy of Technology, Education and Development)
ISBN 978-84-09-24232-0
ISSN 2340-1095
Language eng
DOI 10.21125/iceri.2020.1172
Indigenous content off
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2020, IATED
Persistent URL http://hdl.handle.net/10536/DRO/DU:30146904

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Communication and Creative Arts
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