适应新常态:秘鲁大学教师在COVID-19后的技术压力方面的经验
Josefina Amanda Suyo-Vega1, Monica Elisa Meneses-La-Riva1, Víctor Hugo Fernández-Bedoya1
1Grupo de Investigación "Educación Virtual, Universidad Cesar Vallejo, Los Olivos, Lima, 15314, Peru.
F1000Research
|November 20, 2024
概括
由于技术需求,大学教师经历了技术压力,影响了他们的福祉. 解决这一问题需要培训和支持,以平衡工作和提高教育质量.
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
- 技术心理学技术的心理学.
背景情况:
- 高等教育中的技术整合提供了好处,但也给教师带来了挑战.
- 教育人员缺乏技术熟练程度可能会导致丧和信心下降.
- 这项研究探讨了技术对大学教师心理健康的影响.
研究的目的:
- 调查大学教师关于技术压力的经验和看法.
- 了解技术采用如何影响教师的心理健康和工作满意度.
- 确定与学术界技术使用相关的关键压力因素和适应性策略.
主要方法:
- 使用接地理论的定性方法.
- 与十名大学教师进行了深入的虚拟采访.
- 对面试数据进行主题分析,以确定常见的压力因素和应对机制.
主要成果:
- 技术压力,技术的情绪和身体反应的混合,显著影响教师的生活质量.
- 确定了技术压力的子类别包括工作过载,社会/情感互动挑战,适应新技术,以及对教学质量的期望.
- 教师在适应技术需求和工作超负荷方面面临机构挑战.
结论:
- 虽然技术提高了教育水平,但教师们却面临着技术压力,需要有针对性的培训和支持.
- 建立清晰的界限对于教师工作与生活的平衡和整体福祉至关重要.
- 解决技术压力对于保持教育质量和支持学术人员至关重要.
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