Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students

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dc.citation.issue6
dc.citation.volume71
dc.contributor.authorGedera D
dc.contributor.authorForbes D
dc.contributor.authorBrown C
dc.contributor.authorHartnett M
dc.contributor.authorDatt A
dc.date.accessioned2024-05-23T23:37:05Z
dc.date.available2024-05-23T23:37:05Z
dc.date.issued2023-12
dc.description.abstractThe worldwide disruption of higher education during the Covid-19 pandemic has been studied from the viewpoints of institutions and teachers, with some attention to students’ health and learning challenges. Attempts to theorise the diverse and conflicting challenges faced by students learning online during the pandemic have been limited. It is helpful to analyse students’ experiences as part of an activity system in order to unravel the system’s elements and determine contradictions that occur. This study adopted a mixed methods approach to investigate students’ online learning experiences at all eight New Zealand universities during the pandemic. Data obtained via a large-scale online survey, followed by focus groups and individual interviews, is presented in light of an Activity Theory framework. Findings show that students’ key challenges were associated with new tools and technologies, lack of interaction and social connection, lack of routine and space, and clashing commitments due to multiple roles and responsibilities. Contradictions can be a driving force for change and development in teaching and learning contexts. We conclude with recommendations for tertiary institutions, teachers, learning designers and students to inform future learning and teaching plans.
dc.description.confidentialfalse
dc.edition.editionDecember 2023
dc.format.pagination2271-2295
dc.identifier.citationGedera D, Forbes D, Brown C, Hartnett M, Datt A. (2023). Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Educational Technology Research and Development. 71. 6. (pp. 2271-2295).
dc.identifier.doi10.1007/s11423-023-10284-3
dc.identifier.eissn1556-6501
dc.identifier.elements-typejournal-article
dc.identifier.issn1042-1629
dc.identifier.piis11423-023-10284-3
dc.identifier.urihttps://mro.massey.ac.nz/handle/10179/69655
dc.languageEnglish
dc.publisherSpringer Nature Limited on behalf of the Association for Educational Communications and Technology
dc.publisher.urihttps://link.springer.com/article/10.1007/s11423-023-10284-3
dc.relation.isPartOfEducational Technology Research and Development
dc.rights(c) 2023 The Author/s
dc.rightsCC BY 4.0
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectOnline learning
dc.subjectStudent experiences
dc.subjectActivity Theory
dc.subjectPandemic
dc.subjectLearning and teaching plans
dc.titleLearning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students
dc.typeJournal article
pubs.elements-id480674
pubs.organisational-groupOther
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