数字化“教-学”虚拟平台对大专学生学习目标及教学成果的影响

M. Sanda
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引用次数: 0

摘要

本研究探讨并了解加纳大学使用数字化教学虚拟平台进行远程教学对学生学习目标和成果的影响。通过自我管理的问卷,收集了404名研究生的定量数据,这些研究生的课程是由于COVID-19大流行而在线交付的。数据采用系统分析方法进行分析。首先进行验证性因子分析,然后使用结构方程建模对多级变量的力矩结构进行分析。研究发现,学生对在线信息质量的信任、与教师的互动以及与虚拟平台的互动积极影响了他们对数字化“教与学”虚拟平台可用性的信任,这对他们实现学习目标有积极的影响。总之,学生对虚拟平台作为教学和学习教室的可用性的看法受到他们从教师那里获得的信息质量与他们与教师和虚拟平台互动质量之间的心理动态的影响。研究结果提供了对虚拟教与学设计实践动态的良好教学理解,可用于有效设计虚拟教室和作业,以提高学生的学习。
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Impact of digitised ‘teaching-learning’ virtual platforms on tertiary students’ learning objectives and teaching outcomes
This study explores and understands the impact of remote teaching using digitised teaching-learning virtual platforms on students' learning objectives and outcomes in Ghanaian Universities. Using a self-administered questionnaire, quantitative data from four hundred and four graduate students whose courses were delivered online due to the COVID-19 pandemic were gathered. Data were analysed using a systemic analytical approach. Confirmatory factor analysis was conducted first, followed by an analysis of moment structures for multiple levels of variables using structural equation modelling. It was found that students' trust in the quality of information they received online, their interactions with instructors, and their interactions with virtual platforms positively affected their trust in the usability of digitised 'teaching-learning' virtual platforms;this had a positive impact on their attainment of learning objectives. In conclusion, students' perceptions of the usability of virtual platforms as classrooms for teaching and learning are influenced by a psychological dynamic between the quality of information they receive from their instructors and the quality of their interactions with instructors and the virtual platforms. The findings offer a good pedagogic understanding of the dynamics of virtual teaching-learning design practices, which may be applied to effectively design virtual classrooms and assignments to improve student learning.
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来源期刊
CiteScore
4.10
自引率
6.20%
发文量
38
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