Asynchronous instructional videos during COVID-19 emergency remote teaching: Student experiences within a New Zealand ITP
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Authors
Dassanayake, Wajira
Hewagama, Gayani
Kirk, Sarah
Hewagama, Gayani
Kirk, Sarah
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Date
2021-08-02
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Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
tertiary education
emergency remote teaching (ERT)
asynchronous instructional videos
synchronous instruction
institutes of technology and polytechnics (ITPs)
Tertiary Education Organisations (TEOs)
online teaching
online learning
COVID-19 Pandemic, 2020-
tertiary education
emergency remote teaching (ERT)
asynchronous instructional videos
synchronous instruction
institutes of technology and polytechnics (ITPs)
Tertiary Education Organisations (TEOs)
online teaching
online learning
COVID-19 Pandemic, 2020-
ANZSRC Field of Research Code (2020)
Citation
Dassanayake, W., Hewagama, G., Kirk, S. E. (2021). Asynchronous instructional videos during COVID-19 emergency remote teaching: Student experiences within a New Zealand ITP, Occasional and discussion paper series, 2021(2). ISSN 2324-3635. http://www.unitec.ac.nz/epress
Abstract
The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Unitec ePress
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Copyright notice
Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP by Wajira Dassanayake, Gayani Hewagama and Sarah E. Kirk is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.