在线学习的适应性:从高等教育学生的经验中概念化"在线学习敏捷性"
Joyce Hwee Ling Koh1, Ben Kei Daniel1, Angela C Greenman2
1Higher Education Development Centre, University of Otago, 65-75 Union Place West, PO Box 56, Dunedin, 9054 New Zealand.
New Zealand journal of educational studies
|April 16, 2024
概括
在线学习技巧使学生能够适应数字教育. 这项研究通过五种学习机动来模拟灵巧度,这对于使在线学习在流行后有效至关重要.
科学领域:
- 教育技术的教育技术
- 高等教育研究 高等教育研究
- 教育社会学教育的社会学
背景情况:
- 随着COVID-19的流行,人们迅速转向在线学习,强调了解学生适应能力的必要性.
- 在线学习敏捷性,即适应在线学习环境的能力,至关重要,但尚未完全理解.
- 现有的研究缺乏全面的在线学习技巧模型.
研究的目的:
- 开发一个范式模型的在线学习敏捷性使用接地理论.
- 探索学生用来实现有效在线学习的过程和策略.
- 确定影响高等教育在线学习技能的因素.
主要方法:
- 使用了有根据的理论方法.
- 与新西兰的32名本科生和研究生进行了半结构化访谈.
- 数据分析侧重于学生在2020-2021年大流行期间的在线学习经验.
主要成果:
- 在线学习技巧涉及学生创建和调整五个学习动作,以适应不断变化的在线环境,旨在将在线与面对面学习等同.
- 学生使用"深度学习机动" (重复使用学习策略) 和"寻求支持的机动" (主要与讲师).
- 技术问题和课程组织影响了生产力,需要"时间优化机动". 社会支持促进了"坚持性演习",而"学习存在演习"对本科生来说比研究生更具挑战性.
结论:
- 在线学习敏捷性是有效的数字教育所必需的适应性战略部署的动态过程.
- 开发的模型为学生在在线学习环境中的适应提供了理论见解.
- 这些发现对在流行后的高等教育环境中设计和支持在线学习具有实际意义.
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