An Instrumental Case Study of the Online Learning Experience of Macau University Students During Covid-19
What Kind of Online Presence Matters
Datos Bibliográficos
| ID | 16913756 |
|---|---|
| Autores | Yulong Li (0000-0001-7539-5201, University of Macau, autor de correspondencia) |
| Año | 2023 |
| Volumen | 13 |
| Número | 4 |
| Fecha de publicación | 2023-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | SAGE Open (JOURNAL) |
| Identificadores de la revista | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440231217666 |
| OpenAlex | W4389830080 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 53 |
Under the influence of Covid-19, most universities worldwide transitioned from face-to-face pedagogy to online hybrid learning. As a result, scholarly publications about this transition are rapidly accumulating. However, to date, there are few studies published in international journals investigating online education in Macau during the pandemic, particularly on the feeling of presence when Macau students study online. Using an instrumental case study at a university in Macau, this research explored online learning during the pandemic. The interviewees reported a lack of embodied presence in online learning. Nevertheless, many of them enjoyed this learning mode, as it provided a more reciprocal classroom, flexibility and convenience. The interviewees also believe the lack of physicality is not the determining challenge affecting online learning, suggesting that joint efforts and collaboration between peers, better-designed pedagogy for teachers, smoother teacher-student communication channels, the university’s online policymaking, and the support of infrastructure, online teaching quality could all be improved. This result questions the emphasis on bodily presence in the online learning environment and the drawing of a stark divide between online and offline. In contrast, it endorses the concepts of presence under a framework of a Community of Inquiry, which is a more post-digital view, welcoming the seamless combination of the online and offline world within contemporary society
Digital media · Feeling · Higher education · Multimedia · Online and offline · Online learning · Online participation · Pedagogy · Political science · The Internet · World Wide Web · Computer Science · COVID-19 and Mental Health · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
Social presence in relation to students' satisfaction and learning in the online environment
Researching the community of inquiry framework
Critical thinking, cognitive presence, and computer conferencing in distance education
Improving online social presence through asynchronous video
Postdigital Education in Design and Practice
Student enrollment, motivation and learning performance in a blended learning environment
Case Study Research
The art of case study research
Performing Presence with the Teaching-Body via Videoconferencing
Faculty’s and Students’ Perceptions of Online Learning During Covid-19
Higher Education Students’ Perceptions of Online Learning during Covid-19—A Comparative Study
The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study
Investigating the reliability and validity of the community of inquiry framework
How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response
Continuing to teach in a time of crisis
Using VoiceThread to Create Community in Online Learning
Fostering Cognitive Presence, Social Presence and Teaching Presence with Integrated Online—Team-Based Learning
One size fits all? What counts as quality practice in (reflexive) thematic analysis
What is Called Presence
What makes an online community of practice work? A situated study of Chinese student teachers’ perceptions of online professional learning
On facing one's students
It Doesn’t Matter Who Sees Them”
Embodied Learning
Regarding the question of presence in online education
How many cases do I need
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |