Online Learning During the COVID_19 Pandemic: A Multiperspectival Narrative of Vietnamese University Students
Metadatos
Mostrar el registro completo del ítemAutor
Tran, Thi Thuy HangEditorial
Universidad de Granada
Materia
Online learning Pandemic Storied experiences Autobiographical narrative inquiry Mental support
Fecha
2024-01-01Referencia bibliográfica
Tran, Thi Thuy Hang. Online Learning During the COVID_19 Pandemic: A Multiperspectival Narrative of Vietnamese University Students. Journal for Educators, Teachers and Trainers. Vol. 15(1). 1-10. DOI: 10.47750/jett.2024.15.01.001
Resumen
Since the beginning of the COVID-19 pandemic, online learning has become more popular and
challenging in the panorama of higher education in Vietnam. However, there has still been very little
research strongly focusing on the lived experiences of online learners, especially the English-major
students in Vietnamese universities. In this paper, I retold the process of my students‟ collaborative
autobiographical narrative inquiry into their lived experiences of learning online under the impacts of
the COVID-19 pandemic at a technology university in southern Vietnam. My research wonders came
from two questions: (1) What is online learning? and, (2) Who are the Vietnamese students in this
space? Early in the time together, my students came to understand how the narrative beginnings
shaped their wonders in relation to online learning. I then employed collaborative autobiographical
narrative inquiry as the research methodology to better understand the experiences in online
classroom communities and the learners‟ relationships with the institutional, social, cultural, and
personal narratives before, during, and after their online learning journey. Through the process of
telling, retelling, and reliving those storied experiences, I came to learn that online learners‟
experiences of online learning have not been fully paid attention by the instructors and university; the
online learning journey still lacks physical and mental support; and intimate relationships with family
and „learning buddies‟ could help them overcome the challenges. Finally, I engaged in the questions
of “so what?‟ and “who cares?” to shape the forward-looking stories for those being and becoming
online learners.