新冠肺炎期间,学习观念和在线课程经验对学生同步在线学习空间选择的影响

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2023-09-26 DOI:10.14742/ajet.8345
Lily Min Zeng, Susan Margaret Bridges
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引用次数: 0

摘要

在2019冠状病毒病期间,大学正在重新配置学习环境,增加课程设置的灵活性。教师们发现同步混合式教学具有挑战性,因为许多学生更喜欢在线上课,而不是亲自上课。了解学生对学习地点、时间和方式的选择,对于学习空间和课程的设计至关重要。本研究以369名大学生为调查对象,探讨了学生背景、心理因素(在线学习自我效能感、学习观念、对以往在线课程体验的感知)与学生同步在线学习空间选择之间的关系。虽然在西方背景下的大流行前研究发现,非传统学生特征是与学生选择学习空间(即在家在线学习)相关的主要因素,但香港的这项研究发现,本科生的选择、他们的出身和学科之间存在显著关联。逻辑回归表明,那些喜欢刺激教育和合作学习的人,或者认为他们以前的在线课程经历有更明确的目标的人,更有可能在不同于预定教学空间的校园在线同步上课。定性分析表明,个性、自我调节和大学的社会和组织结构是未来研究学生选择学习空间时需要考虑的因素。对实践或政策的影响:高等教育机构可能需要多样化的课程设计,以满足大学生在疫情后重返校园时不同的混合学习偏好和期望。网络课程教师的第一步是帮助学生建立更高层次的在线学习自我效能感。课程教师可以通过明确课程目标和标准来激励学生在线学习课程。
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The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19
During COVID-19, universities are reconfiguring learning environments and increasing flexibility in course offerings. Teachers have found synchronous hybrid teaching challenging with many students preferring online to in-person classroom attendance. Understanding students’ decision-making as to where, when and how they choose to learn will be critical in informing the design of learning spaces and courses. This survey-based study of 369 undergraduates across disciplines explored the relationships between students’ backgrounds and psychological factors (self-efficacy for online learning, conceptions of learning, perceptions of previous online course experiences) and student choices of learning spaces for synchronous online learning. While pre-pandemic studies in Western contexts identified non-traditional student characteristics as major factors associated with students’ choices of learning spaces (i.e., learning online at home), this Hong Kong study found significant associations between undergraduates’ choices, their origin and the disciplines. Logistic regression indicated those who preferred stimulating education and cooperative learning or perceived their previous online course experiences as having clearer goals had greater odds of attending classes synchronously online on campus from locations different from the scheduled teaching spaces. Qualitative analysis suggests personality, self-regulation and the university’s social and organisational structures as factors to consider in future studies of student choices of learning spaces. Implications for practice or policy: Higher education providers may need to diversify course designs to cater to undergraduates’ different hybrid learning preferences and expectations in the post-pandemic return to campus. The first step for online course teachers is to help their students to build a higher level of self-efficacy for online learning. Course teachers can motivate students to take courses online by clarifying their course goals and standards.
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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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