紧急情况下强制疫情电子学习——学生对高等教育管理的反馈

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2021-06-20 DOI:10.1080/02680513.2021.1942810
K. Kulikowski, S. Przytuła, L. Sulkowski
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引用次数: 12

摘要

摘要新冠肺炎大流行给高等教育机构(HEI)带来了许多挑战,其中最重要的是强制电子学习——将所有教育活动转移到在线环境的非自愿需求。在这项探索性研究中,我们旨在从学生对新冠肺炎强制电子学习产生的需求的反馈中学习,为HEI管理层提供有助于制定教育政策的见解,这些政策可能会促进学生在动荡时期对远程学习的积极认知。基于600多名大学生的便利样本,我们实施了多元回归分析,以探索学生体验的电子学习需求与电子学习感知的三个维度之间的关系:电子学习的情感体验、电子学习的认知评估和电子学习的学习参与。我们的研究结果表明,与对电子学习的负面看法最密切相关的电子学习需求是学生认为在电子学习过程中,大学陷入了混乱。这表明,对于参与电子学习的学生来说,电子学习政策最重要的方面可能不像我们通常直观地认为的那样,是尖端的电子学习平台和技术,而是高等教育学院和学生之间关于电子学习情况的有效互动交流,从而创造秩序感。
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Emergency forced pandemic e-learning – feedback from students for HEI management
ABSTRACT The COVID-19 pandemic created many challenges for higher education institutions (HEI), one of the most important being forced e-learning – the involuntary need to move all educational activities to an online environment. In this exploratory study, we aim to learn from students’ feedback on demands created by COVID-19 forced e-learning to provide HEI management with insights helpful in building educational policies that might promote students’ positive perception of distance learning in turbulent times. Based on a convenience sample of more than 600 university students we implemented multiple regression analysis to explore the relationships between e-learning demands experienced by students and the three dimensions of e-learning perception: emotional experience with e-learning, cognitive evaluation of e-learning, and study engagement in e-learning. Our findings have shown that the e-learning demand most strongly related to a negative perception of e-learning was students’ belief that during e-learning the university was plunged into chaos. This suggests that for students who participate in e-learning, the most important aspect of e-learning policy might be not, as we often intuitively think, the cutting edge e-learning platform & technology but rather effective reciprocal communication between HEI and students about the e-learning situation, allowing a perception of order to be created.
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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