在Covid-19大流行期间,在职教师实习生对在线学习环境的经验和偏好
1Department of Ethiopian Languages and Literature (Amharic), College of Social Science and Humanities, Arba Minch University, Arba Minch, Ethiopia.
Heliyon
|April 22, 2024
概括
埃塞俄比亚教师偏爱在线学习平台而不是战略,尽管知识和技能有限. 这项研究评估了COVID-19大流行期间教师对在线学习环境 (OLE) 的准备程度.
科学领域:
- 教育教育教育教育教育教育.
- 教育技术的教育技术
- 全球流行病应对行动
背景情况:
- 由于COVID-19大流行,教育界需要迅速转向在线学习环境 (OLEs).
- 评估教师对 OLEs 的准备,熟悉和偏好对于有效的教育适应至关重要.
- 这项研究侧重于埃塞俄比亚在疫情期间的现役教师实习生.
研究的目的:
- 评估在职教师与OLEs的实习教师的经验和偏好.
- 确定影响教师准备在线教育的因素.
- 为改进在线教师培训的战略提供信息.
主要方法:
- 数据是通过在职教师实习生问卷收集的.
- 采用了描述性和推断性的统计分析.
- 探索性因子分析 (EFA),确认性因子分析 (CFA),皮尔森相关性和单向ANOVA用于数据分析.
主要成果:
- 与合作和互动相比,在职教师实习生在知识和技能方面的经验较少.
- 观察到人们更喜欢在线学习平台而不是在线学习策略.
- 在合作/互动和其他变量之间发现了显著的相关性;在知识/技能和在线平台之间没有相关性.
结论:
- 埃塞俄比亚在职教师实习生更喜欢在线学习平台而不是传统策略.
- 教师实习生在与OLEs相关的知识和技能方面存在差距.
- 建议进行进一步的研究,以探索老师与OLEs的经验的各种生态方面.
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