Advancing Online Student Experience in the Digital Era : case Degree Programme in Aviation Business
Ani, Kaylin (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052113868
https://urn.fi/URN:NBN:fi:amk-2024052113868
Tiivistelmä
The objective of the thesis was to find out what the aviation business online student experience is, and to recognize which elements have an impact on online student experience. The aim was to provide valuable information for Haaga-Helia’s development purposes in aviation business degree programme within online education.
Traditional forms of education are experiencing a profound reshape due technological advancements, enabling access to higher education irrespective of one's location, time, or age. Educational forms aligned with the digital age, coupled with the emphasis on continuous learning, not only represent current trends but are also forecasted to be pivotal in the futures reshape. The purpose of University of Applied Sciences education is to provide social capital, foster a sense of independence, and equip students with sufficient skills and confidence to pursue future employment opportunities.
The conceptual framework consisted of both written and digital literature base, articles, and academic research. The data were collected by means of mixed research method. The benefits of the chosen method provided a multi-faceted approach to the research topic, enabling to capture interconnections within quantitative and qualitative areas. Background research was implemented to familiarize with the research topic, and to identify areas that required further investigation. The collected data were analysed with SPSS software, and the findings were visualized by implementing service design approach and tools.
The results indicated that main concern areas within online student experience were mainly related to time-management challenges. The findings suggested that intentions of quitting mainly occurred during the second and third academic study years, and that these often resulted due imbalance of work, family, and study combination. However, the results confirmed that there is no singular reason explaining online student experience. Flexibility in terms of the option to choose when and where to study was the most satisfying element within online student experience.
Future development aspects were aimed to advance online student experience within the identified online education concern areas. The focus concentrated on a student-centric approach and student skill assessment and development. Development suggestions were considered in the areas of time-management, future skill-building, student well-being and effectiveness in online education materials. Furthermore, skill developments were aimed to provide long-term relevance and to be utilized further on in students’ personal and professional lives.
Traditional forms of education are experiencing a profound reshape due technological advancements, enabling access to higher education irrespective of one's location, time, or age. Educational forms aligned with the digital age, coupled with the emphasis on continuous learning, not only represent current trends but are also forecasted to be pivotal in the futures reshape. The purpose of University of Applied Sciences education is to provide social capital, foster a sense of independence, and equip students with sufficient skills and confidence to pursue future employment opportunities.
The conceptual framework consisted of both written and digital literature base, articles, and academic research. The data were collected by means of mixed research method. The benefits of the chosen method provided a multi-faceted approach to the research topic, enabling to capture interconnections within quantitative and qualitative areas. Background research was implemented to familiarize with the research topic, and to identify areas that required further investigation. The collected data were analysed with SPSS software, and the findings were visualized by implementing service design approach and tools.
The results indicated that main concern areas within online student experience were mainly related to time-management challenges. The findings suggested that intentions of quitting mainly occurred during the second and third academic study years, and that these often resulted due imbalance of work, family, and study combination. However, the results confirmed that there is no singular reason explaining online student experience. Flexibility in terms of the option to choose when and where to study was the most satisfying element within online student experience.
Future development aspects were aimed to advance online student experience within the identified online education concern areas. The focus concentrated on a student-centric approach and student skill assessment and development. Development suggestions were considered in the areas of time-management, future skill-building, student well-being and effectiveness in online education materials. Furthermore, skill developments were aimed to provide long-term relevance and to be utilized further on in students’ personal and professional lives.