从导游到杂,从观众到局外人:对同步混合学习的比喻分析
Maya Usher1, Arnon Hershkovitz1
1Department of Mathematics, Science, and Technology Education, School of Education, Tel Aviv University, 6997801 Tel Aviv, Israel.
概括
同步混合学习 (SHL) 将教练的角色从"导游"转变为"杂"或"顾问". 学生的角色从"观众"转变为现场的积极参与者和远程观察者.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 学习科学 学习科学
背景情况:
- 同步混合学习 (SHL) 允许现场和远程学生同时参与.
- 隐喻感知为利益相关者对新学习环境的理解提供了洞察力.
- 有限的研究存在于混合学习环境中的隐喻感知.
研究的目的:
- 确定和比较高等教育教师和学生的隐喻感知.
- 分析面对面与SHL环境中的角色感知.
- 区分对SHL现场和远程学生角色的看法.
主要方法:
- 混合方法研究设计.混合方法研究设计.
- 在2021学年向210名高等教育教师和学生管理的在线问卷.
- 对讲师和学生角色的隐喻观念的分析.
主要成果:
- 导师的角色从"导游"转变为"杂"和"顾问"在SHL.
- 学生的角色从"观众"演变为现场和远程学习者的独特隐喻.
- 现场学生被视为积极的观众,而远程学生被视为局外人或观察者.
结论:
- 对角色的隐喻观念在面对面和SHL环境之间有很大的差异.
- SHL需要重新评估教师和学生的角色及其相关的隐喻.
- 调查结果提供了关于COVID-19流行病对高等教育教学和学习的影响的见解.
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