新冠肺炎时代的网络学习——来自两国的三位高校教师的亲身经历

Q1 Social Sciences E-Learning Pub Date : 2021-06-11 DOI:10.1177/20427530211022924
M. Islam, S. Nur, Md. Shahrear Talukder
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引用次数: 14

摘要

本研究旨在对教师在2019年新型冠状病毒(新冠肺炎)大流行背景下使用电子学习的经验进行描述性但批判性的探索。本研究采用定性现象学研究范式,探索了来自孟加拉国和沙特阿拉伯两个国家的三名大学教师(因此也是研究人员)的第一手经验。研究人员使用电子学习的环境展示了复杂、具有挑战性和动态的网站,即在机构和个人教室内。更具体地说,该研究确定了政策/决策的宏观层面和在线课堂实践的微观层面的接受、斗争和谈判。根据调查结果,本文最后提出了一系列建议,这些建议可能适用于孟加拉国和沙特阿拉伯以外的类似情况。研究人员主张制定一个基于背景、包容和适当的电子学习政策指南,可以在现在和不久的将来的紧急情况下使用。
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E-learning in the time of COVID-19: Lived experiences of three university teachers from two countries
This study set out to provide a descriptive yet critical exploration of teachers’ experiences while using e-learning in the context of the 2019 novel coronavirus (COVID-19) pandemic. Using a qualitative phenomenology research paradigm, the study explored first-hand experiences of three university teachers (hence researchers as well) from two countries, that is, Bangladesh and Saudi Arabia. The contexts in which the researchers used e-learning showcased complex, challenging, and dynamic sites, that is, within institutions and individual classrooms. More specifically, the study identified acceptances, struggles, and negotiations at both the macro-level of policy/decision making and the micro-level of online classroom practices. Reflecting on the findings, this article concludes by offering a set of recommendations that might be applicable and useful for similar contexts beyond Bangladesh and Saudi Arabia. The researchers argue for developing a context-based, inclusive, and appropriate e-learning policy guideline that could be utilized during the emergency time now and in the near future.
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来源期刊
E-Learning
E-Learning Social Sciences-Education
CiteScore
6.20
自引率
0.00%
发文量
0
期刊介绍: E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.
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