危机驱动的数字化和跨学科的学术成功
1Department of Economics, Swedish University of Agricultural Sciences, Uppsala, Sweden.
PloS one
|February 15, 2024
概括
高等教育的危机驱动的数字化显著影响了学生的课程表现. 实践学科受到影响,而理论学科受益,学生水平和国籍的影响各不相同.
科学领域:
- 高等教育研究 高等教育研究
- 教育技术的教育技术
- 数字学习数字学习
背景情况:
- COVID-19大流行加速了高等教育的数字化,改变了教学和学习.
- 这种快速转变对跨学科学生学术成绩的影响尚未完全理解.
研究的目的:
- 检查危机驱动的数字化对高等教育学生成绩的影响.
- 分析跨学科,教育水平和国籍的这些影响的异质性.
主要方法:
- 利用了六年来82,694名学生课程成绩的面板数据集.
- 危机驱动的数字化时期的学术成果与危机前的学术成果进行了比较.
- 分析了基于学术学科,教育水平 (学士与士) 和国籍的变化.
主要成果:
- 与危机前的水平相比,危机驱动的数字化显著影响了学生的课程合格率和成绩.
- 影响因学科而异:护理等实践领域显示负面影响,而商业和数学等理论领域显示积极影响.
- 在国际化程度较低的环境中,士生和国际学生面临着更大的适应挑战.
结论:
- 转向紧急远程教育对学生的学业成绩产生了不同的影响.
- 特定学科和人口统计学变化需要针对数字学习量身定制的策略.
- 需要采取干预措施,以确保公平的结果,并增强数字时代的学习体验.
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