数字技术适应和举措:在COVID-19期间对教学和学习进行系统审查
Xue Zhou1, Christopher James MacBride Smith2, Hosam Al-Samarraie3
1School of Business and Management, Queen Mary University London, Mile End Rd, Bethnal Green, London, E1 4NS UK.
概括
COVID-19 疫情改变了高等教育的数字化适应. 本次审查综合了90项研究,确定了影响学生和工作人员体验的四个关键方面,以指导未来的在线学习改革.
科学领域:
- 教育技术的教育技术
- 高等教育研究 高等教育研究
- 流行病对学习的影响.
背景情况:
- 随着COVID-19大流行,高等教育发生了重大变化,影响了教学和学习经验.
- 现有的研究往往集中在个人经验上,需要对数字适应影响进行综合.
- 对于有效的在线学习改革而言,全面的理解至关重要.
研究的目的:
- 在COVID-19大流行期间探索高等教育中数字技术适应的主要维度.
- 分析数字化适应对学生和教职员工的影响.
- 确定数字学习的各个方面,应该持续和进一步发展.
主要方法:
- 对2020年1月至2021年6月期间发表的90篇文章进行系统审查.
- 基于系统审查和元分析 (PRISMA) 框架的首选报告项目进行分析.
- 确定和分类影响数字化适应的关键维度.
主要成果:
- 确定了影响学生和工作人员体验的四个主要方面:技术经济,个人/心理,教学/学习/评估和社会.
- 这些维度包括影响数字学习环境的各种子因素.
- 审查强调了数字技术适应的多方面的性质.
结论:
- 维持数字学习倡议需要一个综合的方法,涉及机构,技术平台和个人用户.
- 解决已识别的维度是优化在线学习体验的关键.
- 这些发现为未来高等教育的在线学习策略提供了框架.
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