{"title":"2020年COVID-19封锁期间的临时电子学习措施:学生的见解","authors":"Mitja Tanjga","doi":"10.1080/18146627.2022.2105728","DOIUrl":null,"url":null,"abstract":"Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Ad Hoc E-learning Measures during 2020 COVID-19 Lockdown: Student Insights\",\"authors\":\"Mitja Tanjga\",\"doi\":\"10.1080/18146627.2022.2105728\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.\",\"PeriodicalId\":44749,\"journal\":{\"name\":\"Africa Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2021-03-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Africa Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/18146627.2022.2105728\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2105728","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Ad Hoc E-learning Measures during 2020 COVID-19 Lockdown: Student Insights
Abstract The present study investigated the influence of ad hoc transfer from classic classes to fully online classes during the COVID-19 lockdown in spring 2020 on a student’s satisfaction with e-learning. It is significant for all stakeholders, especially policymakers in the Republic of Srpska and Bosnia and Herzegovina, to learn about the importance of thorough planning and development of e-learning. E-learning classes have increased awareness about the necessity for continued research on e-learning and its implications on higher education classes. The 2020 COVID-19 lockdown drew the attention of the whole world to the importance of e-learning as a powerful tool for academia. For this study, 196 students participated in an online survey of 21 questions divided into four categories. Results show that while most students didn’t have feelings of studying for real and preferred face-to-face teaching and contact with their colleagues, most participants were partially or fully satisfied with e-learning classes during the lockdown. If results are put in the right perspective of transferring from face-to-face lectures to fully online classes in a matter of days in a lockdown, they represent a solid base for future e-learning development. Also, methods of analysis were used in the search for previous research. The synthesis method was used to summarise and explain the results of the study.
期刊介绍:
Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.