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This study presents a New Zealand perspective based on qualitative analysis of open-text survey responses from youth aged 16–24 during the March 2020 four-week lockdown (n=2,014). Three support-related categories emerged: individual support, teacher and institute communication, and affordances of online learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-appreciative-approaches-to-explore-new-zealand-youth-perspectives-of-online-learning-support-during-covid-19/593095/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-appreciative-approaches-to-explore-new-zealand-youth-perspectives-of-online-learning-support-during-covid-19/593095.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach was used to analyze students’ perspectives?","Question",{"text":112,"@type":113},"The study used an appreciative inquiry approach as a conceptual and analytical frame to interpret qualitative survey responses and identify what worked for remote learning support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated and when was the survey conducted?",{"text":117,"@type":113},"Youth aged 16–24 reported their perspectives during the four-week COVID-19 lockdown in New Zealand in March 2020, with a sample size of n=2,014.",{"name":119,"@type":110,"acceptedAnswer":120},"What main categories of remote learning support were identified?",{"text":121,"@type":113},"Three overarching categories were identified: individual support, teacher and institute communication, and affordances of online learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593095,1792171044,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Using appreciative approaches to explore New Zealand youth perspectives of online learning support during COVID-19  \nSuzanne Trask, Erica D’Souza , Pauline Herbst, Jillian Hildreth, Siobhan Tu’akoi, Tatjana Buklijas, Rochelle Menzies, Mark Vickers, Jacquie Bay  \nAbstract: COVID-19 lockdowns and interruptions have necessitated large scale, immediate transitions to remote education. The influence of school and university closures on educational progress and achievement is not to be underestimated. This study contributes a New Zealand perspective to discussions and learning from these exceptional circumstances. The study focuses on findings from qualitative analysis of open-text survey responses from youth (aged 16-24) . The young people were reporting on their perspectives of remote learning support during the four-week COVID-19 lockdown in New Zealand in March 2020 (n=2,014) . Three overarching categories corresponding to individual support, teacher and institute communication, and affordances of online learning were identified. Appreciative approaches provided a conceptual and analytical framework for interpreting the data in terms of national policy and institute-level support, teacher support and practice, and individual youth resilience. At individual student level, it is important to develop their capabilities to learn online. Exploring Appreciative Intelligence with young people as a concept and quality could support them to identify and take positive steps to support their own learning online in challenging circumstances.  \nKeywords: Appreciative approaches, online and remote learning, learning support, senior secondary students, tertiary students  \nHighlights  \nWhat is already known about this topic:  \n• There is limited research that focuses on students’ perceptions of online learning support during the COVID-19 pandemic.  \n• There is limited published research on the experiences of New Zealand students during the COVID-19 pandemic.  \nWhat this paper contributes:  \n• A rapid online survey explored New Zealand secondary and tertiary students’ perceptions of remote learning support during the COVID-19 lockdown (n=2,014) .  \n• An appreciative inquiry approach was used as a conceptual and analytical frame to identify what worked for student online learning in terms of personal support, institute and teacher communication, and affordances of digital pedagogies.  \nImplications for theory, practice and/or policy:  \n• Students need to be supported by their institute and teachers but developing individual student capabilities in online learning is also crucial.  \n• Appreciative intelligence as a quality and concept could better enable youth to support their own learning online in challenging circumstances .  \nIntroduction  \nOur [university] provider kept saying that we were all in this boat together. Realistically though, we were all in our own boats in the same storm, some better able to handle it than others. [Age 19, undergraduate student]  \nAn estimated 1.5 billion children and adolescents in 165 countries worldwide have been affected by some form of lockdown during the COVID-19 pandemic. School closures have necessitated unprecedented large scale and immediate transitions to remote learning and instruction (Bozkurt et al. , 2020; Liang et al. , n.d. ; Mishra et al. , 2021; Poth, 2020; Yates et al. , 2020b) . International studies have shown that for many young people, learning during lockdown can be more difficult to prioritize or engage in and that this negatively influences progress and achievement (Kuhfeld et al. , 2020) . Compounding this, Hasan and Bao (2020) suggest that a crucial factor responsible for students’ lockdown-related psychological distress is fear of academic year loss. Lamb et al. (2020) in a report to the Australian Government framed issues facing learners in terms of material, digital, dispositional, and parental support “divides”, indicating the disruptive gulf between those who were more able to con","cbCaiba79jZ1fOS1","https://ap.wps.com/l/cbCaiba79jZ1fOS1","pdf",549481,18,"English","# Abstract\n# Highlights\n# What this paper contributes\n# Implications for theory, practice and/or policy\n# Introduction\n# Literature","[{\"question\":\"What research approach was used to analyze students’ perspectives?\",\"answer\":\"The study used an appreciative inquiry approach as a conceptual and analytical frame to interpret qualitative survey responses and identify what worked for remote learning support.\"},{\"question\":\"Who participated and when was the survey conducted?\",\"answer\":\"Youth aged 16–24 reported their perspectives during the four-week COVID-19 lockdown in New Zealand in March 2020, with a sample size of n=2,014.\"},{\"question\":\"What main categories of remote learning support were identified?\",\"answer\":\"Three overarching categories were identified: individual support, teacher and institute communication, and affordances of online learning.\"}]","Using Appreciative Approaches to Explore New Zealand Youth Perspectives of Online Learning Support During COVID-19 | PDF",1792076589,45]