2020年春季的COVID-19远程学习过渡:课堂结构,学生的感知和大学课程中的不平等
Alanna Gillis1, Laura M Krull2
1St. Lawrence University, Canton, NY, USA.
Teaching Sociology
|April 11, 2024
概括
由于COVID-19的流行,大学的课程转移到网上. 有效的远程教学更多地取决于实施质量而不是特定的技术,技术障碍不成比例地影响着各种学生.
科学领域:
- 高等教育 高等教育
- 教育技术的教育技术
- 教育社会学教育的社会学
背景情况:
- 由于COVID-19大流行,需要迅速从面对面的大学教学转向远程大学教学.
- 这种转变影响了教学交付,学生的学习经验和可访问性.
- 由于突然转向在线学习,现有的不平等可能会加剧.
研究的目的:
- 探索在远程学习过渡期间使用的教学技术.
- 评估学生对这些技术的有效性,享受和可访问性的看法.
- 确定学生面临的障碍,并分析这些经验中的种族,阶级和性别差异.
主要方法:
- 在由作者教授的大学入门课程中进行的调查.
- 学生对作者远程转换的反应与他们的其他课程的比较.
- 分析学生报告的障碍,包括技术访问,分心,焦虑和动机.
主要成果:
- 教学技术的实施质量对学生的学习比使用的特定技术更为关键.
- 在学生享受和远程学习格式的可访问性之间存在一种权衡.
- 互联网和技术障碍普遍存在,甚至影响了那些预期没有问题的学生.
- 分心,增加焦虑和减少动机是常见的障碍.
- 非白人,女性和第一代大学生报告说,他们遇到了更多的障碍.
结论:
- 有效的远程教学取决于熟练的实施,而不是选择技术或方法.
- 可以制定策略,以提高互动远程学习格式的可访问性.
- 疫情带来的远程学习转变加剧了现有的社会不平等,不成比例地影响了边缘化的学生群体.
- 解决技术获取问题和为学生福祉提供支持对于公平的远程教育至关重要.
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