ABSTRACT

The Covid-19 pandemic resulted in New Zealand schools closing and teaching occurring through digital media. This article reports research which applied Kearney et al.’s framework as a lens to examine student experience of digital learning at home during Covid-19. This framework provides three characteristics that influence learners’ experience when using digital devices for learning: personalisation, authenticity and collaboration. High school students in their final two years of schooling (n = 1975) responded to a questionnaire consisting of quantitative and qualitative questions, with qualitative data analysed thematically and quantitative data with descriptive statistics. Aspects of Kearney et al.'s framework were reflected in participants' experience, but further characteristics were identified. Authenticity and collaboration facilitated learning, but participants valued supportive pedagogies and motivational strategies which enabled academic progress and enhanced wellbeing. Effective use of technology mediated supportive pedagogies, and an alternative framework was developed to incorporate these additional findings.

摘要

Covid-19 大流行导致新西兰学校关闭并通过数字媒体进行教学。本文报告了应用 Kearney 等人的框架作为镜头来检查学生在 Covid-19 期间在家中进行数字学习的体验的研究。该框架提供了三个影响学习者在使用数字设备进行学习时的体验的特征：个性化、真实性和协作。高中最后两年的学生 ( n= 1975）回答由定量和定性问题组成的问卷，定性数据按主题分析，定量数据与描述性统计。Kearney 等人的框架的各个方面反映在参与者的经验中，但还确定了进一步的特征。真实性和协作促进了学习，但参与者重视支持性教学法和激励策略，这些策略促进了学术进步和提高了幸福感。技术的有效使用促进了支持性教学法，并开发了一个替代框架来整合这些额外的发现。