Preservice teachers' perceptions of learning environments before and after pandemic-related course disruption.

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-01-01 Epub Date: 2021-07-06 DOI:10.1007/s10984-021-09376-9

Christopher S Long, Becky Barton Sinclair, Barry J Fraser, Tiffany R Larson, Pamela E Harrell

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引用次数: 11

Abstract

When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new normal. To mitigate the spread of the COVID-19 virus, teaching faculty hastily converted to an online learning environment in order for instruction to continue. This mixed-methods study used the What Is Happening In this Class? (WIHIC) questionnaire and analysis of student course evaluations to explore changes in student perceptions of learning environments from before to after the switch to remote learning because of the pandemic. Students perceived a statistically-significant decline in student cohesiveness, teacher support, involvement, task orientation and equity, with the largest decline of 0.56 standard deviations occurring for student cohesiveness. Qualitative comments illuminated reasons for these declines and suggested ways to mitigate declines in the future.

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职前教师在大流行相关课程中断前后对学习环境的感知。

当2020年1月美国新学期开始时，人们无法想象全球教育系统近乎全面关闭将成为新常态。为了减轻新冠病毒的传播，教学人员匆忙将教学环境转换为在线学习环境，以便继续教学。这个混合方法的研究使用了“课堂上发生了什么?”调查问卷和对学生课程评价的分析，以探讨因疫情改用远程学习前后学生对学习环境看法的变化。学生在学生凝聚力、教师支持、投入、任务导向和公平方面的下降有统计学意义，其中学生凝聚力下降幅度最大，为0.56标准差。定性评论阐明了这些下降的原因，并提出了减轻未来下降的方法。

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来源期刊

LEARNING ENVIRONMENTS RESEARCH Social Sciences-Communication

CiteScore

6.70

自引率

17.20%

发文量

期刊介绍： Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments. The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment'' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal. A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged. The journal has an affiliation with the American Educational Research Association''s Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.