在面向大群体的在线教学中促进师生辩论互动:一项针对Covid-19大流行的研究

P. Archila, Silvia Restrepo, Anne-Marie Truscott de Mejía, Roberto J Rueda-Esteban, Natasha I. Bloch
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引用次数: 4

摘要

新冠肺炎疫情加快了全球高等院校在线教育的发展和实施。面向大群体的在线授课是这种加速的一部分。问题在于,同步面对面授课和同步在线授课强化了以教师为中心的传统教学方式的霸权,很少涉及教师与学生、学生与学生的辩论互动,因此受到广泛批评。本研究旨在提供证据,证明线上非正式形成性评估(OIFA)可以为本科生提供参与师生辩论互动的明确机会。在2019冠状病毒病大流行期间,在哥伦比亚76名本科生(16-23岁,40名女性和36名男性)的科学课程在线授课中实施了基于oifa的教学策略。研究发现,OIFA有助于师生的辩论互动,并能更好地满足本科生的学习需求。讨论了大流行时期和大流行后时期大学科学教育的实际意义。
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Fostering instructor-student argumentative interaction in online lecturing to large groups: a study amidst the Covid-19 pandemic
The Covid-19 pandemic has accelerated the development and implementation of online education in higher education institutions around the globe. Online lecturing to large groups has been part of this acceleration. The problem is that synchronous face-to-face lectures and synchronous online lectures are widely criticized for reinforcing the hegemony of instructor-centered traditional approaches and rarely involving instructor-student and student-student argumentative interaction. This study aimed to provide evidence that online informal formative assessment (OIFA) can be used to provide undergraduates with explicit opportunities to participate in instructor-student argumentative interaction. An OIFA-based pedagogical strategy was implemented amidst the Covid-19 pandemic in the online lecturing sessions of a science course with 76 undergraduates (40 females and 36 males, 16-23 years old) in Colombia. It was found that OIFA can contribute to instructor-student argumentative interaction as well as to being able to better address undergraduate learning needs. Practical implications for university science education in the pandemic and post-pandemic eras are discussed.
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来源期刊
CiteScore
1.30
自引率
33.30%
发文量
31
审稿时长
25 weeks
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