新冠肺炎大流行导致本科生和续读生向在线学习过渡的调查

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Hospitality Leisure Sport & Tourism Education Pub Date : 2023-06-01 DOI:10.1016/j.jhlste.2023.100430
Marc A. Briggs, Claire Thornton, Victoria J. McIver, Penny L.S. Rumbold, Daniel J. Peart
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引用次数: 1

摘要

高等教育机构(HEI)被要求迅速应对新冠肺炎疫情,整合在线和混合学习方法,以维持教学。然而,了解学生对各种在线学习方法的体验和看法的证据有限,尤其是在不同学习水平(新生和继续学习的学生)之间。因此,本研究的目的是比较参加各种本科体育项目的新一年级本科生与继续二年级和三年级学生之间的在线学习过渡体验。共有182名学生参加了一项在线调查,该调查调查了学生对在线学习方法的看法。参与者根据研究水平进行分组;[三级(基础年)和四级(本科一年级)合计N=62,五级(本科二年级)N=51,六级(本科三年级)N=69]。主要研究结果强调,新生和继续学习的学生对在线学习都有总体的负面看法,但也承认,与面对面学习相比,在线学习为他们的整体学习体验提供了更灵活的方法。面对面教学被认为更具吸引力和社交性,特别是在课程的实践方面。总的来说,对于所问的任何问题,不同水平的研究之间都没有显著差异。尽管继续学习的学生提出了在网上进行实践课程的困难,但新生并没有提到这一点。总之,这项研究为新生和继续学习的学生的经历提供了新的见解,我们建议未来的混合学习策略应该将课程作为一个整体来考虑,而不是根据学习水平来调整教学策略。
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Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students

Higher Education Institutions (HEIs) were required to rapidly respond to the COVID-19 pandemic, integrating online and blended learning approaches to sustain teaching and learning provision. However, limited evidence exists to understand the student experience and perception of the various methods of online learning, in particular across different levels of study (new and continuing students). Therefore, the aim of this study was to compare the experiences of online learning transition, between new first year undergraduate students and continuing second and third year students, enrolled on various undergraduate sport programmes. A total of 182 students responded to an online survey, which investigated the students’ perceptions of online learning approaches. Participants were split according to level of study; [Level 3 (Foundation Year) and 4 (First Year Undergraduate) combined N = 62, Level 5 (Second Year Undergraduate), N = 51 and Level 6 (Third Year Undergraduate), N = 69]. Key findings highlight that both new and continuing students had an overall negative perception of online learning but did acknowledge that online learning provided a more flexible approach to their overall learning experience compared to face-to-face. Face-to-face teaching was deemed more engaging and sociable, in particular for the practical aspects of the programmes. Overall, there were no significant differences between the different levels of study for any of the questions asked. Although continuing students raised the difficulties of conducting practical sessions online, whereas this was not mentioned by new students. To conclude, this study provides novel insights into the experience of new and continuing students, and we advise that future blended learning strategies should consider the programme as a whole, rather than tailoring pedagogic strategies based on the level of study.

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来源期刊
CiteScore
8.10
自引率
10.80%
发文量
41
审稿时长
42 days
期刊介绍: The Journal of Hospitality, Leisure, Sport and Tourism Education (JoHLSTE) is the leading international, peer-reviewed educational journal for this subject grouping. Its aims are to: a) Promote, enhance and disseminate research, good practice and innovation in all aspects of higher education in Hospitality, Leisure, Sport and Tourism and Events to its prime audience including teachers, researchers, employers, and policy makers. b) Encourage greater understanding, links and collaboration across its constituent fields. JoHLSTE is designed to have maximum impact through it being available on-line, fully archived and peer-reviewed. JoHLSTE is divided into seven sections: Editorial; Academic Papers; Practice Papers, Perspectives, Comments and Rejoinders, Research Notes and Reports and Education Resource Reviews.
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