Investigating students’ experience of online/distance education with photovoice during COVID-19

Subaşı, Yakup; Adalar, Hayati; Tanhan, Ahmet; Arslan, Gökmen; Allen, Kelly‐Ann; Boyle, Christopher; Lissack, Kerrie; Collett, Kim; Lauchlan, Fraser

doi:10.1080/01587919.2023.2227140

Cited by 13 publications

(17 citation statements)

References 32 publications

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“…However, such an approach does not capitalize upon the full capabilities of digitally mediated qualitative research. Online Photovoice and Online Interpretative Phenomenological Analysis are examples of two qualitative research methodologies that could have been used to provide greater insight into our participants' lived experiences [1,2]. As digital technology continues to develop, so too must the research methodology so that more in-depth data may be collected and analyzed.…”

Section: Limitationsmentioning

confidence: 99%

“…The new conceptualization of daily life led many to experience a flood of emotions including fear, boredom, anxiety, and depression [1]. While the long-term impacts of the COVID-19 pandemic are unknown [2], we have seen that as schools adapted to the new teaching and learning circumstances, learning loss occurred; more specifically, "[ COVID 19] has widened the inequality of learning opportunities, placed vulnerable minorities at a greater disadvantage and heightened socio-emotional and mental health issues among learners" [3] (p. 3). In this investigation, we seek to contribute to our growing understanding of equitable education and the impact of COVID-19 on the educational opportunities of emergent bilingual learners (EBLs).…”

Section: Introductionmentioning

confidence: 99%

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Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

Child,

Song

2023

Sustainability

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This qualitative study examines the actions taken by 12 US content teachers during the pandemic to provide their emergent bilingual learners (EBLs) with a digitally just education. When the pandemic forced schools to close their doors and transition to a virtual setting, teachers were faced with the reality that EBLs lacked the digital resources, skills, and literacies to successfully participate in virtual schooling. Based on the theory of digital justice, which seeks to promote digital equity for minoritized populations, this investigation was carried out to better understand how content teachers supported their EBLs during the pandemic. Through a series of semi-structured focus group interviews, data were collected and analyzed through open and axial coding. The findings from this study revealed how teachers provided technology for their EBLs, which strategies they took to support EBLs’ digital literacy development, and how virtual instruction impacted educational expectations. The findings also highlighted the issue of who was responsible for providing digital justice which has large implications on providing socially just educational experiences. This work emphasizes the importance of not only closing the digital divide, but also proactively developing EBLs’ digital skills and literacies necessary for 21st-century careers.

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Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Digital Inequities: Promoting Digital Justice during the COVID-19 Pandemic

Child,

Song

2023

Sustainability

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“…When the literature is examined, it is seen that the OIPA is generally used to analyze the data (e.g., participant's perspective, thoughts, story) accompanying the photos collected with Online Photovoice (OPV) (Doyumğaç et al, 2021;Özkan & Tanhan, 2023;Seydooğulları, 2023;Subasi et al, 2023;Tanhan, 2020;Tanhan et al, 2021;Tanhan & Strack, 2020). In addition, the researchers who developed OIPA stated that it can also be used in the analysis of the data shared verbally or in writing by the participants, whether or not there is visual data (Tanhan, 2020;Tanhan & Strack, 2020).…”

Section: Online Interpretative Phenomenological Analysis (Oipa)mentioning

confidence: 99%

“…Since OPV has many advantages over the traditional photovoice method (Wang & Burris, 1997) and OIPA has many advantages over the traditional IPA, both OPV and OIPA have recently been used by different researchers in various subjects (e.g., Armiyau et al, 2022;Doyumğaç et al, 2021;Genc et al, 2022;Ozkan & Tanhan, 2023;Öğülmüş, 2021;Subasi et al, 2023;Tanhan, 2020;Tanhan et al, 2021;Tanhan & Strack, Tümkaya et al, 2021). All of these researchers emphasized in their studies that OIPA provides a more effective, practical and useful framework than traditional methods.…”

Section: Online Interpretative Phenomenological Analysis (Oipa)mentioning

confidence: 99%

“…Research methodologies used in online environments, such as the OIPA method, provide great convenience to researchers in terms of the continuity of scientific studies, especially when face-to-face interviews are impossible due to the worldwide pandemic. The advantages of the OIPA methodology during the pandemic have been discussed in detail by many researchers (e.g., Armiyau et al, 2022;Doyumğaç et al, 2021;Genc et al, 2022;Özkan & Tanhan, 2023;Subasi et al, 2023;Tanhan, 2020;Tanhan & Strack, 2020). Although not directly related to OPV or OIPA, when the literature on education is examined, it is stated that online education applications contribute to more successful results in the majority of the studies (Ananga & Biney, 2017;Neuhauser, 2002;Paul & Jefferson, 2019).…”

Section: Online Interpretative Phenomenological Analysis (Oipa)mentioning

confidence: 99%

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Understanding Mathematics Perception through Drawing: An Online Interpretative Phenomenological Analysis (OIPA) Study

Koca

2023

IJELS

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In this study, it is aimed to reveal the images formed in the minds of high school students about the concept of mathematics with the help of their own expressions and drawings. In this qualitative study, the core of 100 high school students’ experiences of math was examined with a holistic approach using Online Interpretative Phenomenological Analysis (OIPA). In order to obtain in-depth information about the concept of math from the participants, the purposeful sampling method was used. It was paid full attention to ensure that the participants were high school students. The data were obtained by using the OIPA form, which allows students to create stories and drawings about the concept of math. The data obtained were analyzed in three stages by the researcher and an expert psychologist. As a result of the analysis, it was seen that there were deficiencies in students’ mathematical literacy in situations such as understanding the role of mathematics in daily life and using it to solve real life problems. Additionally, the students expressed the concept of math using 18 different main themes, most of which contained negative strong emotions. Students associated math most frequently with the themes of life (44%) and difficult math language (38%). The students associated math least frequently with the themes of hate (5%) and unimportant (5%). On the other hand, students explained the math domain with individual factors (74%) the most and exosystem (15%) the least. In line with the results obtained in the study, a few recommendations were made.

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