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眼镜学教育工作者在南非的COVID-19前,期间和后的教学经验和机会

Thokozile Ingrid Metsing¹, Tuwani Adelaide Rasengane², Sanele Buthelezi¹

¹Department of Optometry, Faculty of Health Sciences, University of Johannesburg, Johannesburg, Gauteng, South Africa.

Clinical optometry

|September 30, 2024

概括

南非的光学教育工作者在COVID-19之前更喜欢面对面的教学. 流行后,在线和混合学习被采用,但教育工作者需要培训来应对数字教育的挑战.

科学领域:

视光计学教育教育视光计学教育
高等教育教学的教学.
COVID-19对教育的影响

背景情况:

在全球范围内,COVID-19大流行严重扰乱了高等教育,南非面临着独特的挑战.
这些挑战继续塑造流行后的教学实践,特别是在光学等专业领域.

研究的目的:

调查南非光学教育工作者的教学经验和机会.
分析这些经验在三个不同的时期:COVID-19前,大流行期间和大流行后.

主要方法:

采用了一个探索性和定量研究设计.
方便抽样招募了来自南非四所大学的光学教育工作者.
匿名在线问卷被管理,并使用SPSS分析数据.

主要成果:

在COVID-19之前,面对面 (F2F) 教学是首选的教学方法.
在疫情期间,由于灵活性和基础设施,80%的人更喜欢在线学习 (OL),100%的人更喜欢混合方法 (BM).
学术界报告了大流行前和后的统计学意义上的满意度 (p=0.04,p=0.02),但在大流行期间对OL/BM的不满是由于缺乏准备和数字基础设施.

结论:

疫情后,培训对光学教育工作者至关重要,特别是那些有20多年经验的光学教育工作者,在利用OL和BM方面.
虽然OL和BM提供了好处,但F2F教学对于有效的光学教育至关重要,特别是在临床培训中.

关键词:

混合学习是一种混合学习.混合教学是一种混合教学.在线教学在线教学视光学教育的教育.教学方法教学方法

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