Reflections on Online Delivered Lessons, During COVID-19 Induced Restrictions, for Students of Informatics in a Vocational Lyceum of Greece

Panagiotis S. Makrygiannis
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引用次数: 2

Abstract

During the pandemic outbreak of COVID-19, coinciding with school year 2019-2020, house confinement measures were taken throughout Greece. Conventional face-to-face schooling presented a threat to public health. As a result the Greek Ministry of Education proceeded to suspend school operations for a while and sponsor online lessons of various shapes and forms as a temporary measure soon after. The lessons, hastily designed to address extraordinary conditions and delivered in an ad hoc manner utilizing teachers’ personal experiences and preferences to fill a gap created by house confinement, created pressures on existing infrastructures on one hand, and a corpus of diverse experiences, contradicting evidence and on occasion reports on the other. A discussion on that corpus was inevitable and took part originally among teachers of the same school either unofficially or during sessions of the teachers associations of each school. The discussion should and will expand beyond that especially in reference to cases that constitute good practices or where data were collected. To this purpose, this paper presents the case of two theoretical lessons taught at senior high-school students of the Information Applications’ Technician specialty in a Vocational Lyceum. The lessons operated surprisingly well, in comparison to similar lessons, concerning student attendance, student engagement level and continuance. Some data were collected with a questionnaire and their processing later informed discussions during reflection plenary sessions of the online class. An attempt is made to explain the divergence from the general case and reflection on results is used to draw conclusions that may benefit further attempts.
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新冠肺炎疫情期间,希腊一所职业学院信息学专业学生在线授课的思考
2019-2020学年恰逢COVID-19大流行爆发期间,希腊各地都采取了居家隔离措施。传统的面对面教育对公众健康构成威胁。因此,希腊教育部开始暂停学校运营一段时间,并在不久之后赞助各种形式的在线课程作为临时措施。这些课程是为了解决特殊情况而仓促设计的,以一种特殊的方式授课,利用教师的个人经验和偏好来填补家庭限制造成的空白,一方面给现有的基础设施带来了压力,另一方面又产生了各种各样的经验,相互矛盾的证据和偶尔的报告。关于语料库的讨论是不可避免的,最初是由同一学校的教师非正式地或在每个学校教师协会的会议期间参加的。讨论应该而且将会扩展到这之外,特别是涉及构成良好做法的案例或收集数据的案例。为此,本文以某职业学院信息应用技术专业高中学生的两节理论课为例进行了研究。与同类课程相比,在学生出勤率、学生参与度和持续度方面,这些课程的效果出奇地好。一些数据是通过问卷收集的,这些数据的处理后来为在线课堂反思全体会议期间的讨论提供了信息。试图解释与一般情况的分歧,并利用对结果的反思来得出可能有利于进一步尝试的结论。
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