比较学生在紧急情况中的表现 远程和面对面的协作学习课程
Yasmin Azizi1, John Hession2, Thomas M Newpher1,3
1Department of Psychology and Neuroscience, Duke University.
概括
紧急远程教学 (ERT) 在本科神经科学课程中保持了学生的表现. 协作式学习环境在虚拟和面对面的环境中都被证明是有效的,确保了类似的学习成果和满意度.
科学领域:
- 神经科学教育的神经科学教育
- 高等教育教学的教学.
- 在线学习在线学习.
背景情况:
- 在全球范围内,COVID-19大流行需要从面对面 (F2F) 快速过渡到紧急远程教学 (ERT).
- 关于ERT对K-12和高等教育的影响的研究正在出现,这对未来的远程课程设计有影响.
- 确定有效的ERT实践,以促进学生参与和学习至关重要.
研究的目的:
- 评估本科协作学习课程是否在ERT中保持了学生的内容知识成果,与F2F环境相比.
- 评估ERT对以团队为基础的神经科学课程中的学生参与和学习的影响.
主要方法:
- 在三个由同一教师教授的本科神经科学课程中,追踪学生的表现.
- 数据是在2020-2021和2021-2022学年收集的,比较了ERT和F2F条件.
- 分析了个人和团队评估得分,以及课程满意度.
主要成果:
- 在ERT和F2F学习环境中,学生在个人和团队评估中的成绩相似.
- 对学生课程满意度的测量在ERT和F2F条件之间没有显著差异.
- 虚拟协作学习环境没有对学生或团队表现产生负面影响.
结论:
- 本科协作学习可以在紧急远程教学环境中有效实施.
- 虚拟协作学习环境显示,学生的表现和满意度与传统的面对面教学相提并论.
- 这些发现表明,远程教学模式可以支持高等教育中的强大学习成果.
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