Navigating the COVID-19 pandemic: Learning experiences of an online Sino-Nordic doctoral summer school on aging

IF 1.1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Wenqian Xu, Lotta Aavikko, Eija Kärnä, Honglin Chen, Muzawir Arief, Andreas Motel-Klingebiel, Ning An
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Abstract

The COVID-19 pandemic has accelerated the digital transformation of Higher Education, necessitating a rapid shift from in-person to remote teaching and learning. This study investigates the experiences of doctoral students in an online Sino-Nordic summer school on aging, implemented during the pandemic. A survey was conducted to collect and analyze data on participants’ experiences and perspectives. Findings reveal three thematic areas: doctoral students’ learning needs and preferences, contextual factors affecting their learning experiences, and their adaptations to online summer school. Student participants gained diverse insights and expanded their networks, but also faced challenges such as limited social interaction and scheduling conflicts. While some students embraced the online format, most preferred in-person participation as a supplementary or alternative approach in future summer schools. Recommendations for future improvements are creating an empowering learning environment, improving strategic planning and communication among organizing institutions, involving students and stakeholders in training design and implementation, maximizing the use of online features and tools, and optimizing time management.
应对COVID-19大流行:中北欧在线老年学博士暑期学校的学习经验
2019冠状病毒病大流行加速了高等教育的数字化转型,需要从面对面的教学和学习迅速转向远程教学。本研究调查了在大流行期间实施的一个在线中-北欧老龄化暑期学校的博士生的经历。一项调查是为了收集和分析参与者的经历和观点。研究结果揭示了三个主题领域:博士生的学习需求和偏好,影响他们学习经历的环境因素,以及他们对在线暑期学校的适应。学生参与者获得了不同的见解并扩展了他们的网络,但也面临着诸如有限的社会互动和时间冲突等挑战。虽然一些学生接受了在线课程,但大多数人更喜欢亲自参加,作为未来暑期学校的补充或替代方法。对未来改进的建议包括创造一个有利的学习环境,改善组织机构之间的战略规划和沟通,让学生和利益相关者参与培训设计和实施,最大限度地利用在线功能和工具,以及优化时间管理。
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来源期刊
CiteScore
2.50
自引率
13.30%
发文量
80
期刊介绍: This well-respected journal offers up-to-date original research in the fields of gerontology, adult education, and the social and behavioral sciences. Researchers from around the world will benefit from the exchange of ideas for both the study and practice of educational gerontology. Papers published in the journal will also serve as authoritative contributions to the growing literature in this burgeoning field. Educational Gerontology is the only international journal of its kind to publish twelve issues per volume year. Articles featuring outcome-based practical educational resources in gerontology for the educational professional, care provider, trainer, and student in such areas as: art, music, drama and recreational therapies; mental health, communication arts, social programs and policies; and, social work, nursing, physical and occupational therapies, financial planners, architecture and interior design, family relations and therapy, and religion and spirituality.
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