各种形式的远程学习的效果和效率的比较-一项实验研究

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH E-Mentor Pub Date : 2022-10-01 DOI:10.15219/em96.1581
Przemysław Kusztelak, Anna Pacholak
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引用次数: 0

摘要

本文的目的是比较各种形式的远程学习的教学效果和效率以及学生的主观评价。本文分析了2020/2021学年冬季学期大学普通选修课远程教学的三种形式:G1 -所有材料都嵌入电子学习平台,完全异步学习,没有现场会议,而是专门准备的视频教程代替;G2 -材料嵌入电子学习平台,通过视频会议同步进行讲座(不录像);G3 -材料嵌入电子学习平台,通过视频会议同步进行讲座,并在会后提供录音。在进行统计分析时,考虑了最终成绩,电子学习平台上的活动记录以及从所有课程参与者收集的问卷调查结果。分析证明,最有效的学习形式(为了通过这门课程而投入最少的学习时间,以及完成课程的学生的百分比)是G1组的学习方式。根据学生的意见,G2组的课程满意度最高。这项研究为实践或政策带来了各种启示:对提高在线教学效率感兴趣的教师;为教师准备干预措施,以提高学生的远程学习参与及其质量;支持教师参与研究,以改善教育水平和制度;学习计划者可以利用这些见解来规划在线学习项目。
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Comparison of the effectiveness and efficiency of various forms of distance learning - an experimental study
The aim of this paper is to compare various forms of distance learning in terms of the effectiveness and efficiency of teaching and their subjective evaluation by students. Three forms of remote teaching were analysed for the elective general university course in the winter semester of the 2020/2021 academic year: G1 – with all materials embedded on an e-learning platform for fully asynchronous learning – and with no live meetings, but specially prepared video tutorials replacing them, G2 – with materials embedded on an e-learning platform and lectures conducted synchronously through videoconferences (without video recordings), G3 – with materials embedded on an e-learning platform, synchronous lectures via video conferences and their recordings available afterwards. Final grades, a record of activity at the e-learning platform and the results of questionnaires collected from all participants of the course were taken into account when carrying out the statistical analysis. The analysis proved that the most effective form of learning (the lowest number of hours devoted to learning in order to pass the subject, as well as the percentage of students who completed the course) was the one applied in group G1. According to the opinions of the students, the highest level of satisfaction from the classes was recorded for group G2. The research brings various implications for practice or policy: for teachers interested in improving the effectiveness of their online teaching; for teachers preparing an intervention with the aim of improving students’ remote learning engagement and its quality; supporting teachers’ research engagement in the improvement of educational standards and systems; and learning planners can use these insights helpful in planning online learning projects.
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E-Mentor
E-Mentor EDUCATION & EDUCATIONAL RESEARCH-
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