• English
    • Welsh
  • English 
    • English
    • Welsh
  • Login
Search DSpace:
  • Home
  • Research at Cardiff Met
  • Library Services
  • Contact Us
View item 
  • DSpace home
  • Cardiff School of Sport and Health Sciences
  • Sport Research Groups
  • View item
  • DSpace home
  • Cardiff School of Sport and Health Sciences
  • Sport Research Groups
  • View item
JavaScript is disabled for your browser. Some features of this site may not work without it.

“I felt like I was missing out on something”: An evaluation of using remote technology in the classroom

Thumbnail
View/open
Author's post-print (264.8Kb)
Author
Corsby, Charles
Bryant, Anna
Date
2020-05-08
Acceptance date
2020-05-01
Type
Article
Publisher
Springer
ISSN
1360-2357
1573-7608
Embargoed until
2021-05-08
Metadata
Show full item record
Abstract
As technology develops in Higher Education (HE), distance learning has adopted many different guises and supports many different needs (Keane 2013). The purpose of this study was to evaluate the use of Double Robotics on a Doctoral (level 8) postgraduate course at a HE institution. The aim of this project was to generate an understanding of student and tutor experiences more generally, while examining the feasibility and impact of Double Robotics within a doctoral programme more specifically. Data were collected through a series of focus group interviews with the student and tutors over the course of a single semester (10-weeks). The data were subject to an inductive thematic analysis (Braun and Clarke 2006, 2013). The findings of the study shed light on the interactive pitfalls of the technology and contribute to understanding the experiences of distance learners’ engagement. Four key themes were identified: quality of technology, classroom familiarity, tutor facilitation and user isolation. The significance of this study lies not only in assessing the feasibility of Double Robotics but, specifically, shedding light on the nuanced understanding tutors require to enrol and engage distance learners remotely. Most notable, the ‘isolation’ of the learner points to a heightened awareness of context that can help tutors develop robust and durable environments, which embrace both traditional classroom settings and facilitate the addition of distance learners. Building upon Tucker (2013), technological advancements in the classroom must be carefully designed to appreciate the context of the learning environment, the teacher, and the pedagogic experiences of the learners.
Journal/conference proceeding
Education and Information Technologies;
Citation
Corsby, C.L.T., Bryant, A. (2020) '“I felt like I was missing out on something”: an evaluation of using remote technology in the classroom', Education and Information Technologies . https://doi.org/10.1007/s10639-020-10207-2
URI
http://hdl.handle.net/10369/11068
DOI
https://doi.org/10.1007/s10639-020-10207-2
Description
Article published in Education and Information Technologies available at https://doi.org/10.1007/s10639-020-10207-2
Rights
http://www.rioxx.net/licenses/under-embargo-all-rights-reserved
Sponsorship
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Collections
  • Sport Research Groups [1084]

Related items

Showing items related by title, author, subject and abstract.

  • Thumbnail

    Investigating Technology User Acceptance of Virtual Learning Environments in Higher Education Institutions in Qatar 

    AlMohannadi, Abdulaziz (Cardiff Metropolitan University, 2016-04)
    o ABSTRACT Since the rapid growth and development in technology, specifically in the Internet followed by the popular attitude pertaining to using computers and technology, this resulted in the birth of new gadgets and ...
  • Thumbnail

    Incorporating audio feedback to enhance inclusivity of courses 

    Wilkinson, Sue (2013)
    Higher education institutions are under increasing pressure to provide inclusive courses that are accessible to all students, and with the percentage of disabled learners in HE increasing each year, this has become a key ...
  • Thumbnail

    Assessment for Learning for PGCE Science students: an investigation into the usefulness and value of assessment for learning as perceived by PGCE secondary Science students on their own learning. 

    Yu, Kin (University of Wales Institute, Cardiff., 2011)
    Master's level (M-level) credits form a compulsory part of the Post Graduate Certificate in Education (PGCE) secondary course at the institution under study. This poses a particular challenge for the majority of PGCE ...

Browse

DSpace at Cardiff MetCommunities & CollectionsBy issue dateAuthorsTitlesSubjectsThis collectionBy issue dateAuthorsTitlesSubjects

My Account

Login

Statistics

Most Popular ItemsStatistics by CountryMost Popular Authors

DSpace software copyright © 2002-2015  DuraSpace
Contact us | Send feedback | Administrator