Eﬀective online education under COVID-19: Perspectives from teachers and students

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PUBLIC AFFAIRS EDUCATION Pub Date : 2022-10-02 DOI:10.1080/15236803.2022.2110749

Yifei Yan, L. Vyas, Alfred M. Wu, Stuti Rawat

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引用次数: 5

Abstract

ABSTRACT Making online education effective and engaging has been a policy priority in the higher education (HE) sector since the COVID-19 pandemic arose in 2020. Based on an online survey and qualitative interviews, we examine experiences of HE students and teachers in Hong Kong, and provide recommendations that can enable countries/economies to leverage on the good practices of online education to rejuvenate HE in the post-COVID era. We find a need for greater institutional support beyond its current availability. Students’ perception of online education is less optimistic than what such labeling as “digital natives” suggests. However, with time, online education is being viewed more positively. Teachers find their online education workload to be higher. More female teachers cite difficulties in balancing work and life, while older teachers report more technological difficulties. Since many respondents come from public affairs programs, which emphasize interaction in the classroom, the findings suggest that a rethinking of pedagogical strategies of public affairs education is required.

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新冠肺炎下有效的在线教育：来自教师和学生的视角

摘要自2020年新冠肺炎疫情爆发以来，使在线教育有效和参与一直是高等教育部门的政策重点。基于在线调查和定性访谈，我们研究了香港高等教育学生和教师的经验，并提出了一些建议，使各国/经济体能够利用在线教育的良好实践，在新冠肺炎后时代振兴高等教育。我们发现，需要在现有基础上提供更大的机构支持。学生们对在线教育的看法不如“数字原住民”这样的标签所暗示的那么乐观。然而，随着时间的推移，人们对在线教育的看法越来越积极。教师发现他们的在线教育工作量更大。更多的女教师指出在平衡工作和生活方面存在困难，而年龄较大的教师则报告了更多的技术困难。由于许多受访者来自强调课堂互动的公共事务项目，研究结果表明，需要重新思考公共事务教育的教学策略。

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来源期刊

JOURNAL OF PUBLIC AFFAIRS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.00

自引率

36.00%

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