{"title":"约旦 COVID-19 大流行期间通过在线学习学习文学文本:挑战与障碍","authors":"Wael Salam, O. F. Al-salahat","doi":"10.1177/20427530241232494","DOIUrl":null,"url":null,"abstract":"This study investigates students’ attitude toward using asynchronous and synchronous online learning in reading literary texts at the University of Jordan-Aqaba. It examines how certain demographic variables, including gender, place of residence and the available technological means, affect their attitudes towards such a learning method in the Jordanian context. A descriptive, analytic design was used to explore students’ reception and acceptance of learning via online platforms. One hundred and forty two students majoring in English Literature from the University of Jordan-Aqaba participated in the questionnaire. We used a simple random sampling (SRS) in which each member of the population had an equal chance to respond. We distributed a questionnaire of 23 statements to participants on December 11th, 2020, via Microsoft Forms. The statements were in a multiple-choice format, using Likert scale’s five levels. This study concludes that there is no statistically significant differences at (a≤0.05) among students’ attitudes towards using online learning that can be attributed to gender, place of living, and technological tools. Though, we argue that the high number of students using mobile phone has contributed to their moderate response towards the shift to online learning. While this paper is a case study that does not intend to generalize, interrogating the efficacy of online learning is essential in understanding ethical and professional issues that may arise in the learning process. 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引用次数: 0
摘要
本研究调查了约旦亚喀巴大学学生在阅读文学作品时对使用异步和同步在线学习的态度。研究探讨了在约旦环境下,某些人口统计学变量(包括性别、居住地和可用技术手段)如何影响学生对这种学习方法的态度。本研究采用描述性分析设计来探讨学生对通过在线平台学习的接受程度。约旦亚喀巴大学英语文学专业的 142 名学生参与了问卷调查。我们采用了简单随机抽样(SRS)的方法,即人群中的每个成员都有同等机会做出回答。我们于 2020 年 12 月 11 日通过 Microsoft Forms 向参与者分发了一份包含 23 个语句的调查问卷。这些语句采用多项选择的形式,使用李克特量表的五个等级。本研究得出结论,学生对使用在线学习的态度在性别、居住地和技术工具方面没有统计学意义上的显著差异(a≤0.05)。不过,我们认为,使用手机的学生人数较多,导致他们对转向在线学习的反应一般。虽然本文只是一个案例研究,并不打算一概而论,但对在线学习的有效性进行审视,对于理解学习过程中可能出现的伦理和专业问题至关重要。它还有助于我们在未来形成处理这些问题的新方法。
Approaching literary texts via online learning during COVID-19 pandemic in Jordan: Challenges and obstacles
This study investigates students’ attitude toward using asynchronous and synchronous online learning in reading literary texts at the University of Jordan-Aqaba. It examines how certain demographic variables, including gender, place of residence and the available technological means, affect their attitudes towards such a learning method in the Jordanian context. A descriptive, analytic design was used to explore students’ reception and acceptance of learning via online platforms. One hundred and forty two students majoring in English Literature from the University of Jordan-Aqaba participated in the questionnaire. We used a simple random sampling (SRS) in which each member of the population had an equal chance to respond. We distributed a questionnaire of 23 statements to participants on December 11th, 2020, via Microsoft Forms. The statements were in a multiple-choice format, using Likert scale’s five levels. This study concludes that there is no statistically significant differences at (a≤0.05) among students’ attitudes towards using online learning that can be attributed to gender, place of living, and technological tools. Though, we argue that the high number of students using mobile phone has contributed to their moderate response towards the shift to online learning. While this paper is a case study that does not intend to generalize, interrogating the efficacy of online learning is essential in understanding ethical and professional issues that may arise in the learning process. It also helps us forge new ways to deal with these issues in the future.