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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/362

Title: SECONDARY E-LEARNING STUDENTS’ TRANSITION TO UNIVERSITY AND COVID-19 EMERGENCY REMOTE LEARNING
Authors: MARLOW, BONNIE
Supervisor(s): Dr. Rory McGreal, (Athabasca University) Dr. Susan Bainbridge, (Athabasca University)
Examining Committee: Dr. Wendell Kisner (Athabasca University)
Dr. Patrick Danaher (University of Southern Queensland)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: COVID-19
educational transitions
ERL
e-learning
secondary
secondary e-learning
emergency remote learning
first-year transition
high school
Ontario
pandemic
postsecondary
remote Learning
university
Issue Date: 17-Dec-2021
Abstract: Approximately 300,000 Canadian students are currently engaged in K-12 distance learning (Archibald et al., 2019). Despite the growth in secondary e-learning, there is limited research on how students with secondary e-learning experience are transitioning into traditional postsecondary university programs. This research is an exploratory study on how Ontarian students with secondary e-learning backgrounds transitioned into their first year of postsecondary education and Emergency Remote Learning (ERL) and how their secondary e-learning experiences impacted these transitions. Using Giorgi’s (2009) Descriptive Phenomenological Method, this study revealed that the structure of the transitional experiences of first-year university students with secondary e-learning backgrounds had four constituents: readiness, barriers, supports and strategies, and development and adaption. In order to overcome transitional barriers, students had to adjust by developing new attitudes, behaviours, and strategies. Students described how their secondary e-learning experiences helped them develop the new skills and attitudes that they needed to adapt to the changes in their new learning environments. This study showed that secondary e-learning positively impacted students’ transition to university and ERL.
Graduation Date:  -1
URI: http://hdl.handle.net/10791/362
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