“It’s a pain, but it’s not like the end of the world”: Students’ experiences of emergency remote teaching

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-05-16 DOI:10.14742/ajet.8147
R. Ruegg
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引用次数: 1

Abstract

A chasm exists between pre-COVID online learning literature, focusing on teachers and students who have chosen online teaching and learning, and post-COVID literature, in which teaching and learning are forced online. This research focuses on students’ experiences of the move to online learning, the strategies they employed and their overall perceptions of differences between face-to-face and online learning. A single semi-structured interview was conducted with 16 students at the end of the semester in which learning was migrated online. When the learning was moved online, the students were all 3 weeks into their second year of a bachelor’s degree in the humanities and social sciences. The interview data was collected soon after the students completed these courses and analysed using thematic analysis. Generally, the findings of this study support other post-COVID studies, finding that students who were required to study online had more negative experiences than positive ones. Students who are enrolled in full-time face-to-face qualifications also appear to have different needs from those who choose to study online. Students felt that they would have benefited from more structure during emergency remote teaching, such as synchronous learning experiences scheduled at a fixed time. Implications for practice or policy: Lecturers should conduct lectures synchronously in emergency online learning for on-campus students. Teaching staff should include their faces in recorded instruction in asynchronous online modes. Teaching staff should offer tests in alternative formats rather than avoiding them in online learning. Universities should prioritise tutorials, workshops and laboratories in face-to-face mode over lectures in hybrid education.
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“这很痛苦,但不像世界末日”:学生紧急远程教学的经历
新冠肺炎前的在线学习文献侧重于选择在线教学和学习的教师和学生,而后的文献则被迫在线教学和学习,两者之间存在鸿沟。本研究的重点是学生转向在线学习的经历,他们采用的策略以及他们对面对面学习和在线学习之间差异的总体看法。在学习迁移到网上的学期结束时,对16名学生进行了一次单一的半结构化访谈。当学习转移到网上时,学生们都进入了人文社会科学学士学位第二年的第三周。访谈数据是在学生完成这些课程后不久收集的,并使用主题分析进行分析。总的来说,这项研究的结果支持其他后covid研究,发现被要求在线学习的学生有更多的负面经历而不是积极的经历。参加全日制面授资格课程的学生似乎与选择在线学习的学生有着不同的需求。学生们认为,如果在紧急远程教学中安排更多的结构,例如在固定时间安排同步学习经验,他们会受益。对实践或政策的启示:讲师应在校园学生的紧急在线学习中同步进行讲座。教学人员应在异步在线模式下录制教学内容。教学人员应该提供其他形式的测试,而不是在在线学习中避免测试。在混合教育中,大学应该优先考虑面对面的辅导、研讨会和实验室,而不是讲课。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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