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Leveraging Digital Literacies to Support Refugee Youth and Families’ Success in Online Learning: A Theoretical Perspective Using a Socioecological Approach 利用数字素养支持难民青年和家庭在线学习的成功:使用社会生态学方法的理论视角
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3628
Mary Rice, Aijuan Cun
Previous research about refugee students’ experiences with online learning has focused on the challenges faced by refugee youth, their families, and schools without addressing what strengths families might bring to this type of learning. Further, while previous research has touched upon refugee youth and their families’ substantial digital literacies, these strengths have not been widely applied in support of online learning. In this paper, we advocate for a holistic, asset-based approach to support and develop refugee families’ digital literacy practices for use in online learning experiences. In doing so, we hope to countermand the suggestion that online learning is something refugee families can never benefit from or will only benefit from under an extremely narrow set of conditions. We begin by reviewing previous research about refugee populations and their digital literacies. Then we share Bronfenbrenner’s socio-ecological framework for thinking about shared responsibility in digital and online learning that does not rely on individual students, families, schools, or communities as independent actors. Next, we apply the socio-ecological thinking that we propose to online learning for refugee families across various systems and share theoretical, design, and pedagogical implications. We conclude by offering some implications for research and reiterating the importance of asset framing and shared work in serving refugee and other vulnerable populations well.
先前关于难民学生在线学习经历的研究主要集中在难民青年、他们的家庭和学校面临的挑战上,而没有解决家庭可能为这种学习带来的优势。此外,虽然先前的研究触及了难民青年及其家庭的大量数字素养,但这些优势并未广泛应用于支持在线学习。在本文中,我们提倡采用一种全面的、基于资产的方法来支持和发展难民家庭的数字扫盲实践,以用于在线学习体验。通过这样做,我们希望反驳这样一种观点,即在线学习是难民家庭永远无法受益的东西,或者只能在极其狭隘的条件下受益。我们首先回顾之前关于难民人口及其数字素养的研究。然后,我们分享布朗芬布伦纳的社会生态框架,思考数字和在线学习中的共同责任,不依赖于个体学生、家庭、学校或社区作为独立的行动者。接下来,我们将把我们提出的社会生态学思想应用于跨不同系统的难民家庭在线学习,并分享理论、设计和教学意义。最后,我们提出了对研究的一些启示,并重申了资产框架和共同工作在为难民和其他弱势群体提供良好服务方面的重要性。
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引用次数: 0
The Supervisor of Undergraduate Dissertations in a Web-Based Context: How Much Support and How to Give it? 网络环境下的本科学位论文导师:应给予多少支持和如何给予?
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3342
Najib Bouhout, Aziz Askitou
The provision of support has always been central to the role of the undergraduate dissertation (UD) supervisor, but little research has been done on its contextual determinants in web-facilitated contexts. Beyond the general recognition of the importance of institutional support for the development of supervisors’ technological and pedagogical knowledge and the importance of technology and pedagogy in maximizing the impact of supervisors’ support for students, the effect of technology tools and students’ prior skills on the type and level of supervisors’ support is not well understood. Drawing partially on the Technological Pedagogical and Content Knowledge (TPACK) framework, the present work uses Partial-Least Square Structural Equation Modelling to examine the effect of supervisors’ Technological Pedagogical Knowledge (TPK), their perception of students’ soft skills, and the technology tools they use (face-to-face, social media or a learning management system) on the level of educational and motivational support they provide. The results indicate that institutional support to UD supervisors positively affects their TPK, which in turn positively affects their educational and motivational support to students. However, supervisors’ educational and motivational support is inversely related to their perception of students’ soft skills and is also affected by the technological tools used. In short, supervision styles are not static since different contextual factors affect the management of the process of supervision. The implications for UD supervision are discussed, and some recommendations are proposed in the article.
提供支持一直是本科论文(UD)导师角色的核心,但很少有研究对其在网络环境下的语境决定因素进行研究。除了普遍认识到制度支持对导师技术和教学知识发展的重要性,以及技术和教学在最大化导师对学生支持的影响方面的重要性之外,技术工具和学生的先前技能对导师支持的类型和水平的影响还没有得到很好的理解。部分利用技术教学和内容知识(TPACK)框架,本研究使用偏最小二乘结构方程模型来检验导师的技术教学知识(TPK)、他们对学生软技能的看法以及他们使用的技术工具(面对面、社交媒体或学习管理系统)对他们提供的教育和激励支持水平的影响。研究结果表明,机构对导师的支持正向影响导师的TPK,而TPK又正向影响导师对学生的教育和动机支持。然而,主管的教育和动机支持与他们对学生软技能的看法呈负相关,并且还受到所使用的技术工具的影响。总之,监督风格不是静态的,不同的情境因素影响着监督过程的管理。本文讨论了这对UD监管的影响,并提出了一些建议。
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引用次数: 0
Examining the Development of K-12 Students' Cognitive Presence Over Time K-12学生认知存在随时间发展的研究
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3481
Stefan Hrastinski, Stefan Stenbom, Mohammed Saqr, Malin Jansson, Olga Viberg
In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings.
在本文中,我们将重点关注探究社区(CoI)框架的认知存在元素。认知在场包括四类:触发事件、探索、整合和解决。这些类别被描述为遵循理想化逻辑顺序的阶段,尽管阶段不应该被视为不可变的。很少有研究实证地考察了这四个类别在调查过程中如何随着时间的推移而发展。本文运用学习分析的方法研究了中小学在线数学辅导中类别间的转换。从统计数据来看,辅导课程最可能从触发事件(95%)开始,然后过渡到探索(51%)。从探索到整合(18%)和整合到解决(21%)的转变达到了统计学意义,但可能性较小。事实上,辅导课程更有可能从整合过渡到探索(39%),从解决过渡到探索(36%)。总之,研究结果表明,理想化的逻辑序列在数据中是明显的,但其他过渡也会发生;特别是探索在整个过程中反复出现。对于学生来说,达到整合和解决类别似乎很有挑战性。由于CoI框架在实践中被普遍采用,重要的是,导师和教育工作者要明白,认知存在的类别通常不会以理想化的方式发挥作用,强调它们在支持探究过程如何展开方面的作用。为了更好地理解探究过程,未来的研究建议调查CoI框架的存在和类别在不同教育环境中如何随着时间的推移而发展。
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引用次数: 0
Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching 教师对在线教学中的包容、多样性、公平和可及性的看法
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3691
Ryan A. Miller, Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob N. Frankovich
This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
本研究有助于更好地了解教师对在线教学中公平问题的看法。研究人员对一所大学的21名跨学科教师进行了采访,了解他们在在线教学中的包容性、多样性、公平性和可及性(IDEA)问题上的经验和建议。调查结果显示,教师将在线教学和IDEA问题视为不同的技能组合,他们不一定准备好将IDEA问题应用于在线教学。参与者还将注意力更多地集中在获取和包容上——将获取作为基准期望,将包容作为关系建立的操作——而不是公平和多样性,这两个领域的教师努力往往来自(或不来自)面对面的教学经验。我们总结了对教师、教育开发者、管理者和机构的启示。
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引用次数: 0
Introduction to the Special Issue 特刊简介
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.4107
Patsy Moskal, None Laurie Dringus
Every year, the Online Learning Consortium holds two flagship conferences: OLC Accelerate, held in the fall, and OLC Innovate, held jointly with MERLOT each spring. This past year, OLC Accelerate 2022, was held virtually November 1-2, 2022 and live, in Orlando, Florida, November 14-17, 2022. OLC Innovate 2023, was held virtually April 4-6, 2023 and live in Nashville, Tennessee, April 18-21, 2023. The Online Learning Journal solicits research papers from those who have presented at the most recent OLC Accelerate and Innovate conferences for the annual September issue. In this special section, we feature three articles that showcase some of the research that is being conducted related to online and blended learning. Much of the work showcased at our conferences presents case studies and research from faculty and practitioners in the field. The growing focus on online learning due to the pandemic has resulted in many new models, approaches, issues, and applications being deployed to address instructional needs in the virtual classroom. These provide a valuable opportunity to examine how faculty and researchers are adapting their instruction to provide quality online learning across various institutions and disciplines.
每年,在线学习联盟都会举办两次旗舰会议:秋季举行的OLC加速会议,以及每年春季与MERLOT联合举行的OLC创新会议。在过去的一年中,2022年11月1日至2日在佛罗里达州奥兰多举行了OLC加速2022,并于11月14日至17日在佛罗里达州奥兰多举行了现场直播。OLC Innovate 2023,于2023年4月4日至6日举行,并于2023年4月18日至21日在田纳西州纳什维尔现场举行。在线学习期刊向那些在最近的OLC加速和创新会议上发表过研究论文的人征求研究论文。在这个特别的部分,我们将介绍三篇文章,展示一些正在进行的与在线和混合学习相关的研究。在我们的会议上展示的大部分工作都是来自该领域的教师和从业者的案例研究和研究。由于流感大流行,人们越来越关注在线学习,因此部署了许多新的模型、方法、问题和应用程序,以满足虚拟教室的教学需求。这提供了一个宝贵的机会,可以检查教师和研究人员如何调整他们的教学,以提供跨不同机构和学科的高质量在线学习。
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引用次数: 0
Using AI to Evaluate a Competency-Based Online Writing Course in Nursing 利用人工智能评估基于能力的护理在线写作课程
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3974
Rebecca Red Wolf, Andrew Wolf
Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students’ self-efficacy, task value, and writing performance. The participants were master’s nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students’ scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students’ competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students’ writing progress and instructional efficacy.
护理教育正从传统教学向能力教育转变。此外,现在有更多的护理课程和项目在网上提供。学术写作是教授有效沟通和批判性思维的有力策略,这两者都是安全和有效护理实践的核心能力。然而,由于缺乏评估最佳实践的研究,教师时间限制以及不一致的写作评估,对护理学生进行在线写作教学具有挑战性。使用人工智能(AI)的自动论文评分系统为高效、可靠和有效的写作技能评估提供了新的机会。我们采用准实验设计来调查为期14周的完全在线能力写作课程对学生自我效能感、任务价值和写作表现的影响。参与者为护理硕士学生,他们参加了一个为医疗保健专业人员开设的一学期在线能力写作课程。在干预前和干预后分别进行人工智能写作评估、IntelliMetric®和SAWSES自我效能调查。结果显示,自我效能感和写作表现在统计学上有显著提高,且效应量很大。本研究解决了护理教育中关于评估在线研究型写作干预对学生学术写作能力的差距。建议包括在所有研究生水平的护理课程中实施必修的学术写作课程,用认知学徒模式支撑学生的能力发展,使用作文研究的最佳实践来通知在线教学,以及使用人工智能驱动的自动论文评分来评估学生的写作进度和教学效果。
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引用次数: 0
Special Educator Course Format Preferences 特殊教育者课程格式偏好
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3512
Rachel Brown-Chidsey
Online special education courses and programs are widely available and provide pathways for both initial certification and in-service professional learning. Despite the wider availability of online special educator courses and programs due to the COVID pandemic, very limited research about special education candidates and educator preferences for online courses is available. This study included 965 special education teachers and paraprofessionals who completed an online survey of their preferences about various special education course formats and lengths. Results indicated that special educator course format and length preferences varied and that fully online courses are not uniformly the top choice. Findings also suggested that shorter online courses (e.g., 7-weeks) are best suited to knowledge-based topics, while skills-based courses benefit from longer course duration (e.g., 15-weeks). Implications for special education program delivery are discussed.
在线特殊教育课程和项目广泛存在,为初始认证和在职专业学习提供了途径。尽管由于新冠肺炎疫情,在线特殊教育课程和项目的可用性越来越大,但关于特殊教育考生和教育工作者对在线课程的偏好的研究非常有限。这项研究包括965名特殊教育教师和辅助专业人员,他们完成了一项关于他们对各种特殊教育课程形式和长度的偏好的在线调查。结果表明,特殊教育工作者对课程形式和课程长度的偏好各不相同,完全在线课程并非一致的首选。研究结果还表明,较短的在线课程(例如,7周)最适合知识型课程,而较长的课程时间(例如,15周)有利于技能型课程。对特殊教育项目实施的影响进行了讨论。
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引用次数: 0
Using a Variety of Interactive Learning Methods to Improve Learning Effectiveness: Insights from AI Models Based on Teaching Surveys 使用多种互动学习方法提高学习效率:基于教学调查的人工智能模型的见解
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3575
Zohar Barnett-Itzhaki, Dizza Beimel, Arava Tsoury
The last decade has brought far-reaching changes in higher education, leading institutions to shift some or all instruction online. This shift to distance learning has contributed to a more significant need for active learning: changing students from passive knowledge consumers into proactive knowledge producers using interactive teaching practices. The present study joins an emerging body of literature examining the relationship between active learning, the online environment, and students’ performance. In this study, we examined the effect of four interactive learning methods (combined with technology) on students’ overall assessments of the class, the clarity of the teaching, and the perceived effectiveness of online distance learning. The data source for the research is teaching evaluation surveys filled out by undergraduate and master’s students. In total, we analyzed ~30,000 surveys completed by ~4,800 students from 23 departments, covering 1,265 classes taught by 385 lecturers. We used both classic statistical and AI-based methods. Our findings suggest associations between high use of interactive learning methods and higher student evaluation scores, higher perceived effectiveness of distance learning, and clearer course teaching. A more interesting finding indicates that not only the extent of use, but also use of a variety of interactive learning methods significantly affects the perceived clarity of teaching and learning effectiveness. Based on the findings, we recommend that academic staff integrate a variety of interactive teaching methods, and especially short knowledge tests, in their courses (both online and frontal). Beyond these results, the prediction model we built can be used to examine what mix of different interactive learning methods might improve students’ evaluations of any given course.
过去十年给高等教育带来了深远的变化,导致一些机构将部分或全部教学转移到网上。这种向远程学习的转变促进了对主动学习的更大需求:通过互动教学实践,将学生从被动的知识消费者转变为主动的知识生产者。目前的研究加入了一个新兴的文献体,研究主动学习、在线环境和学生表现之间的关系。在这项研究中,我们考察了四种互动学习方法(结合技术)对学生对课堂的整体评估、教学的清晰度和在线远程学习的感知有效性的影响。本研究的数据来源是由本科生和硕士生填写的教学评价调查。我们总共分析了来自23个系的约4,800名学生完成的约30,000份调查,涵盖了385位讲师讲授的1,265个课程。我们使用了经典的统计方法和基于人工智能的方法。我们的研究结果表明,互动学习方法的高使用率与更高的学生评价分数、更高的远程学习感知有效性和更清晰的课程教学之间存在关联。一个更有趣的发现表明,不仅使用的程度,而且使用各种互动学习方法显著影响教学清晰度和学习效果的感知。根据研究结果,我们建议学术人员在他们的课程中(包括在线和正面)整合各种互动教学方法,特别是简短的知识测试。除了这些结果之外,我们建立的预测模型还可以用来检验不同互动学习方法的哪种组合可能会提高学生对任何给定课程的评价。
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引用次数: 0
Institutional Support for Academic Engagement in Online and Blended Learning Environments 在线和混合学习环境中学术参与的机构支持
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.4001
Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, Diana María Parra Caicedo, Ross Larsen
In light of the disruptions caused by the COVID-19 pandemic, leaders of higher education institutions around the world have been contemplating ways to help their universities engage in a digital transformation that must have student engagement and learning as the foremost considerations. This study reports on the work conducted at a university in Colombia that created an evaluation instrument based on the Academic Communities of Engagement (ACE) framework (Borup et al., 2020) to examine how well the institution was supporting the affective, behavioral, and cognitive (ABC) dimensions of engagement in its online and blended learning course offerings. This survey, the ACE in Higher Education (ACE-HE), measures indicators of the ABC engagement dimensions as well as indicators of institutional support for those elements. The survey was completed by 1,295 university students representing a broad demographic profile. Structural equation modeling found good fit for both the model of ABC engagement dimensions and the model of institutional support for ABC engagement dimensions. Institutional support for affective engagement showed strong relationships to affective, behavioral, and cognitive indicators of engagement, while institutional support for behavioral and cognitive engagement did not have the same outcome. This research provides access to both English and Spanish versions of the ACE-HE instrument. It also highlights ideas for institutions that want to improve their support for student ABC engagement dimensions in online and blended environments. Finally, several implications for making updates to the ACE framework are shared.
鉴于2019冠状病毒病大流行造成的中断,世界各地高等教育机构的领导人一直在考虑如何帮助他们的大学进行数字化转型,这种转型必须以学生的参与和学习为首要考虑因素。本研究报告了哥伦比亚一所大学开展的工作,该大学基于学术参与社区(ACE)框架(Borup等人,2020年)创建了一个评估工具,以检查该机构在其在线和混合学习课程中对参与的情感、行为和认知(ABC)维度的支持程度。这项调查,即高等教育ACE (ACE- he),衡量了ABC参与维度的指标以及机构对这些要素的支持指标。这项调查是由1295名大学生完成的,他们代表了广泛的人口结构。结构方程模型对ABC投入维度模型和制度支持模型均具有较好的拟合性。对情感参与的制度支持与情感、行为和认知参与指标有很强的关系,而对行为和认知参与的制度支持则没有相同的结果。这项研究提供了英语和西班牙语版本的ACE-HE仪器。它还为那些希望在在线和混合环境中改善对学生ABC参与维度的支持的机构提供了一些建议。最后,分享了对ACE框架进行更新的几个含义。
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引用次数: 0
Engagement in Online Learning among Thai and German Students: The Role of Classmates, Instructors, Technology and Learning Environments across Country Contexts 泰国和德国学生在线学习的参与:同学、教师、技术和学习环境在国家背景下的作用
Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-09-01 DOI: 10.24059/olj.v27i3.3413
Christin Marie Grothaus
Since the outbreak of Covid-19 an increasing number of educators around the world have been challenged to maintain student engagement in their country contexts, characterized by particular cultural values, institutional environments and use of technologies. This study explores the role of the country context in student engagement with online learning, comparing experiences of 9 German and 11 Thai students with help of in-depth interviews. Findings reveal differences in affective, behavioral and cognitive engagement across groups. Only German students experienced a decrease in affective engagement due to ineffective communication with peers and lecturers, utilizing fewer tools and being more concerned about privacy, which they associated with the country context they grew up in. The learning environment influenced affective and cognitive engagement differently. While German students felt exhausted as a consequence of increased self-study time and lack of guidance, Thai students, who spent more time studying via videoconferences, highlighted lack of concentration due to digital distractions as well as those from family members, which Thais lived with more often than Germans. Only Thai students stressed how worrying about classmates’ feelings reduced behavioral engagement, speaking up less during videoconferences, which they attributed to cultural values of being considerate and the need for social harmony. These and other findings are discussed considering the possible role of national- and cybercultures as well as of institutional contexts.
自2019冠状病毒病爆发以来,世界各地越来越多的教育工作者面临着在其国家背景下保持学生参与的挑战,这些国家具有特殊的文化价值观、制度环境和技术使用。本研究通过深度访谈,比较了9名德国学生和11名泰国学生的经历,探讨了国家背景在学生参与在线学习中的作用。研究结果揭示了不同群体在情感、行为和认知参与方面的差异。只有德国学生的情感投入有所下降,原因是与同龄人和讲师的沟通无效,使用的工具更少,更关心隐私,他们认为这与他们成长的国家背景有关。学习环境对情感投入和认知投入的影响是不同的。由于自学时间的增加和缺乏指导,德国学生感到筋疲力尽,而通过视频会议学习的泰国学生则强调,由于数字干扰以及来自家庭成员的干扰,他们无法集中注意力,泰国人比德国人更经常与家人生活在一起。只有泰国学生强调,担心同学的感受会降低他们的行为参与度,在视频会议中发言较少,他们认为这是体谅他人和需要社会和谐的文化价值观所致。考虑到国家和网络文化以及制度背景的可能作用,讨论了这些和其他发现。
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引用次数: 0
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