大学学生在COVID-19相关封锁后的学习模式的偏好:面对面,在线和混合
Kosha J Mehta1, Javier Aula-Blasco2, Julia Mantaj3,4
1Centre for Education, Faculty of Life Sciences & Medicine, King's College London, London, United Kingdom.
PloS one
|July 19, 2024
概括
大学的学生大学生.
科学领域:
- 高等教育教学的教学.
- 教育技术的教育技术
- 学生学习经验 学生学习经验
背景情况:
- 随着COVID-19的流行,在线教学的采用加速了,从最初的假设中转移,即学生更喜欢快速返回面对面的课程.
- 面对面课程的重新引入导致学生出席率低于预期,促使对学习模式偏好进行调查.
研究的目的:
- 调查大学生在线教育广泛采用后对不同学习模式的偏好.
- 确定影响这些偏好的因素,特别是检查学位队列,学习水平和生物性别的影响.
主要方法:
- 一项调查对968名英国大学生进行了调查,涉及各个学科,学习水平和性别.
- 学生们匿名对四种学习模式进行了排名:面对面 (面对面),在线同步,在线混合-异步-同步和混合 (面对面和在线异步).
- 数据使用IBM SPSS统计28进行分析,包括顺序回归来确定预测因素.
主要成果:
- 面对面的学习是最常见的首选 (52.2%),紧随其后的是对其他模式的联合偏好 (47.5%). 在线同步是最常见的最后选择.
- 偏好因学位队列而异;语言教育学生最不喜欢面对面,而生物科学和体育运动科学学生最喜欢面对面.
- 学习水平影响了偏好,本科生比研究生更喜欢面对面,比研究生更喜欢在线混合异步同步. 生物性别没有显著的影响.
结论:
- 学生的学习模式偏好不均,并受到学术学科和学习水平的重大影响,而不是生物性别.
- 这些发现表明,在课程交付方面要采取细微的方法,承认学生在高等教育中的各种需求和偏好.
- 机构在设计未来的学习环境时应考虑这些学科和水平特定的偏好,以优化学生的参与度和成果.
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