如何向虚拟教育的过渡改变了讲师的评估形式?
Emanuel Tamir1, Yonatan Shertzer2, Edna Rabenu1
1Tel-Hai Academic College, Israel.
Evaluation and program planning
|February 15, 2026
概括
在向虚拟教育转变期间,讲师角色扩大,学生支持增加和数字技术集成. 机构调整了评估标准,以反映这些不断变化的高等教育期望.
科学领域:
- 教育教育教育教育教育教育.
- 高等教育教学的教学.
- 教育技术的教育技术
背景情况:
- 由于COVID-19的流行,需要快速过渡到虚拟教育.
- 疫情前对机构讲师的期望与疫情期间的期望有很大不同.
- 学生对教学的评价 (SET) 是评估讲师表现的关键工具.
研究的目的:
- 探索在虚拟教育过渡期间机构讲师期望的变化.
- 检查学生对教学 (SET) 的评价如何反映和塑造虚拟环境中的讲师角色.
- 了解机构适应数字教育中不断变化的讲师职责.
主要方法:
- 分析反表格和教学委员会协议.
- 采访了学术经理,教学中心工作人员和部门负责人.
- 对机构对虚拟教育需求的响应进行定性检查.
主要成果:
- 讲师的角色显著扩大,包括更大的学生支持.
- 数字技术的整合成为教学期望的核心组成部分.
- 机构评估标准的发展包括了新的讲师职责.
结论:
- 转向虚拟教育扩大了讲师职责的范围.
- 学术机构展示了适应性策略,受"满足"和"增量主义"等理论的影响.
- 这些发现有助于制定有效的教学标准和为数字时代量身定制的讲师培训.
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