Through a phenomenological approach, this research aimed to make an interpretation of key stakeholders' EOT experiences, to establish their current EOT needs and challenges, and provide a basis from which to recommend methods for effective EOT support. It analysed a range of students' and...

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education...

Although key stakeholders in blended tertiary environments (BTEs)fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As...

This paper is part of a phenomenological study that examined teachers' and students' experiences using educational online technologies (EOTs) in blended tertiary environments (BTEs). Its aim was to understand how EOT engagement was experienced, to inform insights on EOT interactions, challenges,...

Traditional learning spaces have evolved into dynamic blended tertiary environments (BTEs), providing a modern means through which tertiary education institutes (TEIs) can augment delivery to meet stakeholder needs. Despite the significant demand for web-enabled learning, there are obstacles...

This research made a phenomenological interpretation of key stakeholders' experiences with educational online technologies (EOT), to determine their present EOT needs and challenges and provide a basis from which to propose methods for effective EOT support. It analysed the EOT experiences of 10...