Student interviewees reported technical support availability as a significant gap for online students.¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change
Subclaims¶
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q2 i? Of five student interviewees, four raised access to technical support (e.g., navigating Moodle, IT issues), with one calling it "a significant gap, especially for new students". → Garivaldis 2022
Evidence¶
Garivaldis 2022¶
Garivaldis, F. J., Chung, J., Braganza, L., Arulkadacham, L., Sharma, R., Reupert, A., McKenzie, S., Rose, G., Gupta, T., Aziz, Z., Mowbray, T., Ilic, D., & Mundy, M. (2022). Out of sight, but not out of mind: a case study of the collaborative development of a university-wide orientation resource for online students. Education Tech Research Dev, 70, 531–558. https://doi.org/10.1007/s11423-022-10090-3
q2 · i? · design · r2
Semi-structured interviews with five female online students, recruited via convenience sampling through course leaders, explored academic and non-academic needs. Four participants raised technical support access, with one describing it as "a significant gap, especially for new students".
"The recurring non-academic needs of students that arose comprised access to technical support such as how to navigate Moodle and deal with IT issues (n = 4). In relation to this, one participant stated the availability of technical support to be "a significant gap, especially for new students" as online students usually study outside the hours that technical support is provided."
Discussion¶
Related Claims¶
- Infrastructure and access constraints were reported in 18 of 54 studies (33%) as the second higher-order technical limitation category — related
- Well-designed courseware enhances efficiency, supports independent student navigation, and lets faculty focus on teaching rather than technical challenges — related
- Technical issues (login scanning, internet connectivity, projector setup, and glitches) frustrated students and created a significant barrier to playlist implementation — related
- Students experienced technical challenges, internet issues and navigation issues during engagement with online simulation approaches — related
- Iraqi EFL learners reported infrastructure, technology, and social barriers to flipped classroom implementation — a narrower finding that bears on this claim
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