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Online Education in the Post-COVID-19 Era: Insights from the Teaching Frontlines
https://iuk-repo.repo.nii.ac.jp/records/2000291
https://iuk-repo.repo.nii.ac.jp/records/2000291e487efa4-df2b-487c-9898-8637affd62bd
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
13459929_v25_4_Tolandand_and_O’Connor.pdf (1.5 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-04-22 | |||||||||
| タイトル | ||||||||||
| タイトル | Online Education in the Post-COVID-19 Era: Insights from the Teaching Frontlines | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | generative artificial intelligence | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | higher education | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | narrative inquiry | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | online learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | online teaching | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
Toland, Sean H
× Toland, Sean H
× O’Connor, John
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | This qualitative study explores the perceptions of two higher education instructors regarding online education in the post-COVID-19 era. The researchers employ a narrative inquiry approach to investigate the successes and obstacles they encountered while developing and teaching various online classes. Our findings revealed that flexibility, convenience, as well as time and cost savings were the key advantages of online education. However, the results indicated that digital literacy gaps, problematic ICT issues, psychosocial frustrations, videoconferencing fatigue, and a lack of social cohesion can undermine the learning process in a virtual course. We also found that some distance education instructors feel they are expected to be available to administrators and students around the clock due to the affordances of technological tools. Generative artificial intelligence (GAI) is a disruptive force in the educational field, offering potential benefits and significant obstacles for both students and teachers. The researchers argue that key lessons learned during the COVID-19 pandemic can help educators navigate the challenges posed by GAI and better equip them to integrate emerging technologies into their professional practice. | |||||||||
| bibliographic_information |
ja : 国際文化学部論集 en : The IUK journal of intercultural studies 巻 25, 号 4, p. 111-125, ページ数 15, 発行日 2025-03 |
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| item_2_source_id_7 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 13459929 | |||||||||
| item_2_source_id_9 | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AA11502017 | |||||||||
| フォーマット | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | application/pdf | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 鹿児島国際大学国際文化学部 | |||||||||
| 出版者（ヨミ） | ||||||||||
| カゴシマ コクサイ ダイガク コクサイ ブンカ ガクブ | ||||||||||
| item_2_text_35 | ||||||||||
| Faculty of Intercultural Studies, The International University of Kagoshima | ||||||||||
| item_2_description_43 | ||||||||||
| 内容記述タイプ | Other | |||||||||
| 内容記述 | 論文(Article) | |||||||||
| item_2_text_44 | ||||||||||
| 紀要論文 | ||||||||||
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| Departmental Bulletin Paper | ||||||||||
| item_2_text_46 | ||||||||||
| text | ||||||||||
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| 02 | ||||||||||
