Remote Learning in Times of COVID-19 in Colombia

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH
María Fernanda Jaime-Osorio, María Alejandra Campos-Perdomo, Gilber Ignacio Rodríguez-Artunduaga
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引用次数: 0

Abstract

Remote learning replaced for almost a year the traditional face-to-face education to maintain and ensure the continuity of the teaching-learning process during the Covid-19 pandemic. This article reports the results of an exploratory and descriptive-transversal study that exposes primary and secondary school students’ perceptions about their experience with remote learning during 2020. Though the research study was also aimed at finding out potential teaching and learning issues inherent to remote education, we only focus on reporting the main findings on the determining factors that hindered or enhanced students' learning during their remote education experience. Data were collected through two different surveys addressed to 101 secondary and primary school students from Neiva and Pitalito, the two most populated towns in the state of Huila, Colombia. The findings showed that the students’ learning was both positively and negatively influenced by several factors affecting interaction inside and outside of the classroom setting.
哥伦比亚新冠肺炎时期的远程学习
在Covid-19大流行期间,远程学习取代了近一年的传统面对面教育,以维持和确保教学过程的连续性。本文报告了一项探索性和描述性横向研究的结果,该研究揭示了2020年中小学生对其远程学习体验的看法。虽然本研究也旨在发现远程教育潜在的教与学问题,但我们只著重于报告在远程教育体验中阻碍或促进学生学习的决定因素的主要发现。数据是通过两项不同的调查收集的,调查对象是来自哥伦比亚韦拉州人口最多的两个城镇内瓦和皮塔利托的101名中小学生。研究结果表明,影响课堂内外互动的几个因素对学生的学习既有积极影响,也有消极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
How-A Colombian Journal for Teachers of English
How-A Colombian Journal for Teachers of English EDUCATION & EDUCATIONAL RESEARCH-
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发文量
21
审稿时长
16 weeks
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