2020年COVID-19封锁期间的临时电子学习措施:学生的见解

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2105728
Mitja Tanjga
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引用次数: 1

摘要

本研究调查了2020年春季新冠肺炎疫情封锁期间,学生从传统课程临时转移到完全在线课程对在线学习满意度的影响。对于所有利益攸关方,特别是斯普斯卡共和国和波斯尼亚和黑塞哥维那的政策制定者来说,了解全面规划和发展电子学习的重要性至关重要。电子学习课程提高了人们对继续研究电子学习及其对高等教育课程的影响的必要性的认识。2020年新冠肺炎疫情的封锁使全世界都注意到电子学习作为学术界强大工具的重要性。在这项研究中,196名学生参加了一项在线调查,共有21个问题,分为四类。结果显示,虽然大多数学生没有真正学习的感觉,更喜欢面对面的教学和与同事接触,但大多数参与者对封锁期间的电子学习课程部分或完全满意。如果从正确的角度来看,在封锁的几天内从面对面的授课转变为完全的在线课程,它们将为未来的电子学习发展奠定坚实的基础。同时,运用分析方法查找前人的研究成果。采用综合方法对研究结果进行总结和解释。
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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.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues.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.
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