在线学习是一条过山车:学习障碍的中学后学生在COVID-19大流行中导航
Lauren D Goegan1, Lily Le1, Lia M Daniels1
1University of Manitoba, Winnipeg, Canada.
概括
在COVID-19大流行期间,学习障碍 (LD) 的学生在在线学习时面临着独特的挑战. 他们的经验凸显了在高等教育中改善在线支持和适应LD学生的需要.
科学领域:
- 高等教育 高等教育
- 关于残疾人的研究.
- 教育心理学教育心理学
背景情况:
- 对学习障碍 (LD) 的学生在线学习挑战的理解有限.
- 由于COVID-19大流行,需要快速转向在线教学,这影响了所有学生.
- 之前的研究主要集中在面对面的学习环境,为学生与LDs.
研究的目的:
- 为了检查本科生与LDs在他们的初始全学期的在线学习由于大流行病的经验.
- 确定在线学术环境中学习障碍学生所使用的具体挑战和应对机制.
- 收集关于加强残疾学生在线教育的见解.
主要方法:
- 用于定性数据分析的现象学方法.
- 在加拿大西部,与六名具有学习障碍的本科生进行了半结构化采访.
- 专题分析以确定学生体验中反复出现的模式和主题.
主要成果:
- 六个主要主题出现了:LDs的广泛影响,COVID-19期间的住宿,在线学习的差异,社会支持的作用,情感影响和弹性.
- 有学习障碍的学生在在线格式中报告了与他们的残疾和适应措施的有效性相关的独特挑战.
- 学生的一般体验包括在线学习的独特性质,依赖他人,情感损失,以及表现出性.
结论:
- 调查结果强调了在线高等教育中为具有学习障碍的学生提供量身定制的支持和住宿的需要.
- 提供了关于在线学习环境的未来研究和教学改进的建议,以更好地为残疾学生提供服务.
- 该研究强调了残疾,学习环境和中学后教育中的学生支持系统之间的关键相互作用.
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