积极偏差行为的力量:从恐慌学到在线教学中的有效教学
Hyoseon Choi1, Insung Jung2, Yekyung Lee3
1Department of Medical Education, Chosun University College of Medicine, Gwangju, Republic of Korea.
概括
大学教师使用积极的偏差行为,如知情规划和绩效监测,以成功实现紧急远程教学. 个人和组织因素影响了这些典型的危机应对策略.
科学领域:
- 教育技术的教育技术
- 高等教育教学的教学.
- 教育中的危机管理教育中的危机管理
背景情况:
- 由于COVID-19大流行,大学需要迅速转向紧急远程教学 (ERT).
- 教师在调整教学方法以适应在线环境时面临着前所未有的挑战.
- 了解成功的适应策略对于有效的在线教育至关重要.
研究的目的:
- 在ERT期间识别大学教师的成功行为.
- 探索影响这些模范行为因素.
- 应用正偏差方法来理解抗危机的教学实践.
主要方法:
- 定性研究涉及12名大学教师的深入采访.
- 使用正偏差理论框架分析采访成绩单.
- 专注于教师,他们在危机期间成功准备并提供了他们的第一个在线课程.
主要成果:
- 确定了三个关键的"积极偏差行为":以哲学为导向的决策,明智的规划和持续的绩效监测.
- 这些行为使得在面临挑战的情况下,有效的在线教学成为可能.
- 个人 (例如,情绪管理,社区参与) 和组织因素 (例如,技术,培训) 都影响了这些行为.
结论:
- 呈现正偏差的教师展示了有效的在线教学策略.
- 调查结果为开发教师弹性和有效的在线教学提供了洞察力.
- 策略适用于危机和非危机在线教学场景.
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