Connecting Past and Future Educational Practice: A Post-COVID-19 Present
The challenges of supporting learners at a distance are enduring. But the nature of these challenges is changing, and this change has been particularly notable since the beginning of the pandemic and the rapid worldwide move to distance and online learning. A brief look is taken at the evolving nat...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Flexible Learning Association of New Zealand
2022-07-01
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| Series: | Journal of Open, Flexible and Distance Learning |
| Subjects: | |
| Online Access: | http://www.jofdl.nz/index.php/JOFDL/article/view/523 |
| _version_ | 1797963662103674880 |
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| author | Simon Paul Atkinson Alison Fields |
| author_facet | Simon Paul Atkinson Alison Fields |
| author_sort | Simon Paul Atkinson |
| collection | DOAJ |
| description |
The challenges of supporting learners at a distance are enduring. But the nature of these challenges is changing, and this change has been particularly notable since the beginning of the pandemic and the rapid worldwide move to distance and online learning. A brief look is taken at the evolving nature of the distance-student experience under the theme of “Time is the new distance”. This is complemented with four papers in this issue, each of which is concerned with an aspect of meeting the challenges of supporting distance learners. Hartline et al. draw attention to the importance of the teacher’s presence in decreasing student anxiety. Forbes explores the effectiveness of asynchronous communication as an effective learner support. Cameron et al. share a national perspective from a wider international study, concluding that clear communication by institutions and other authorities can reduce uncertainty for students and is necessary to mitigate the negative effects of future disruptions to study. And finally, Adebisi and Olatunji round off the set of articles with findings that the key psychosocial experience of students revolves around the flexibility and cost of distance learning, work–life pressures, and the availability of faculty.
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| first_indexed | 2024-04-11T01:31:47Z |
| format | Article |
| id | doaj.art-b010d330c2b1415e83a57d3ac4781e32 |
| institution | Directory Open Access Journal |
| issn | 1179-7665 1179-7673 |
| language | English |
| last_indexed | 2024-04-11T01:31:47Z |
| publishDate | 2022-07-01 |
| publisher | Flexible Learning Association of New Zealand |
| record_format | Article |
| series | Journal of Open, Flexible and Distance Learning |
| spelling | doaj.art-b010d330c2b1415e83a57d3ac4781e322023-01-03T09:34:18ZengFlexible Learning Association of New ZealandJournal of Open, Flexible and Distance Learning1179-76651179-76732022-07-01261Connecting Past and Future Educational Practice: A Post-COVID-19 PresentSimon Paul Atkinson0Alison Fields1SijenInfosolutions Ltd The challenges of supporting learners at a distance are enduring. But the nature of these challenges is changing, and this change has been particularly notable since the beginning of the pandemic and the rapid worldwide move to distance and online learning. A brief look is taken at the evolving nature of the distance-student experience under the theme of “Time is the new distance”. This is complemented with four papers in this issue, each of which is concerned with an aspect of meeting the challenges of supporting distance learners. Hartline et al. draw attention to the importance of the teacher’s presence in decreasing student anxiety. Forbes explores the effectiveness of asynchronous communication as an effective learner support. Cameron et al. share a national perspective from a wider international study, concluding that clear communication by institutions and other authorities can reduce uncertainty for students and is necessary to mitigate the negative effects of future disruptions to study. And finally, Adebisi and Olatunji round off the set of articles with findings that the key psychosocial experience of students revolves around the flexibility and cost of distance learning, work–life pressures, and the availability of faculty. http://www.jofdl.nz/index.php/JOFDL/article/view/523distance learningdistance communicationdistance student experienceteaching presence |
| spellingShingle | Simon Paul Atkinson Alison Fields Connecting Past and Future Educational Practice: A Post-COVID-19 Present Journal of Open, Flexible and Distance Learning distance learning distance communication distance student experience teaching presence |
| title | Connecting Past and Future Educational Practice: A Post-COVID-19 Present |
| title_full | Connecting Past and Future Educational Practice: A Post-COVID-19 Present |
| title_fullStr | Connecting Past and Future Educational Practice: A Post-COVID-19 Present |
| title_full_unstemmed | Connecting Past and Future Educational Practice: A Post-COVID-19 Present |
| title_short | Connecting Past and Future Educational Practice: A Post-COVID-19 Present |
| title_sort | connecting past and future educational practice a post covid 19 present |
| topic | distance learning distance communication distance student experience teaching presence |
| url | http://www.jofdl.nz/index.php/JOFDL/article/view/523 |
| work_keys_str_mv | AT simonpaulatkinson connectingpastandfutureeducationalpracticeapostcovid19present AT alisonfields connectingpastandfutureeducationalpracticeapostcovid19present |