University Students' Conceptions and Experiences of Teacher Care amidst Online Learning

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  • Author(s): Anne L. L. Tang (ORCID Anne L. L. Tang (ORCID 0000-0002-8409-9508); Caroline Walker-Gleaves (ORCID Caroline Walker-Gleaves (ORCID 0000-0001-7236-2316); Julie Rattray (ORCID Julie Rattray (ORCID 0000-0002-7261-7830)
  • Language:
    English
  • Source:
    Teaching in Higher Education. 2024 29(2):366-387.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      College Students; Student Attitudes; Electronic Learning; Distance Education; Technology Uses in Education; COVID-19; Pandemics; Caring; Teacher Behavior; Foreign Countries
    • Subject Terms:
      Hong Kong
    • Accession Number:
      10.1080/13562517.2021.1989579
    • ISSN:
      1356-2517
      1470-1294
    • Abstract:
      This qualitative research aims to examine university students' conceptions and experiences of teacher care and its pedagogical implications premised on ethics of care framed within Vygotskian social constructivism. The COVID-initiated rapid introduction of online learning platform-based study for students has caused many to critically reflect on teachers' caring behaviors that are possible during physically-embodied pedagogy, but that is either impossible or undesirable online. This has been germane to this phenomenological study utilizing autobiographical narrations to explore undergraduates' caring experiences as informed by their online study. Thematic analysis of their narrations identified four overarching themes, 'Co-creation and Mutuality', 'Tolerance and Attentiveness', 'Practical and Extra Help' and 'Presence and Motivation', representing their conceptions of care. We propose a model of caring pedagogy embodied in 'Co-creation, Response-ability and Presence' for online learning. This study contributes to enriching the conceptual knowledge of teacher care amidst online learning from university students' perspectives.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1417195