在COVID-19危机期间,在强制性在线教学中的移动技术功能和技术压力
Zuheir N Khlaif1, Mageswaran Sanmugam2, Muayad K Hattab3
1An Najah National University, Nablus, Palestine.
Heliyon
|August 28, 2023
概括
这项研究探讨了危机期间学术界的技术压力,确定了诸如日程过载和复杂性等关键压力因素. 调查结果为管理技术提供了洞察力.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 由于与技术的有害相互作用而产生的技术压力,在面临危机的学者中没有得到充分的研究.
- 特殊情况,如COVID-19大流行和巴勒斯坦的占领,可以改变学者的心理状态与技术有关.
- 在充满挑战的时代,了解技术压力因素对于教育中有效的技术整合至关重要.
研究的目的:
- 在COVID-19大流行期间,探索影响阿拉伯国家学校教师技术压力的因素.
- 检查技术压力在学术界的水平和结构因素.
- 研究技术压力因素对教育中的移动技术整合的直接和间接影响.
主要方法:
- 顺序混合方法方法结合了定性和定量数据.
- 用于测量技术压力因素的确认和探索因素分析.
- 在COVID-19大流行期间,该研究涉及来自各个阿拉伯国家的692名学者.
主要成果:
- 确定了一种技术压力模型,包括时间表过载,复杂性,不确定性,无用性,入侵性和强迫性.
- 这些因素对教育中移动技术整合的直接影响主要是积极的.
- 技术压力因素对技术整合的间接影响更为多样化.
结论:
- 管理技术压力对于减轻对学生学习成绩和满意度的负面影响至关重要.
- 解决技术压力的心理和生理影响可以提高在线课程的质量.
- 这项研究为学者们在特殊情况下对技术的态度提供了新的视角,例如巴勒斯坦的占领.
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