Online Teaching Practices and the Effectiveness of the Educational Process in the Wake of the COVID-19 Pandemic

IF 2.6 4区 经济学 Q3 BUSINESS
C. Tartavulea, C. Albu, Nadia Albu, Ramona Iulia Dieaconescu, Silvia Petre
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引用次数: 104

Abstract

In this paper, we investigate the impact of the abrupt switch to online teaching which occurred in 2020 due to the COVID-19 pandemic. By using responses from 362 professors and students from 13 European countries, we find that universities and students were very quick to adapt to the new changes and that a mix of synchronous and asynchronous interaction and assessment methods are currently employed. However, this mix is quite limited relative to what is usually subsumed into online learning tools, and is indicative of passive delivery and reduced interaction. Our respondents estimate that most online interaction and assessment methods will continue to be used after the return to face-to-face education. Our respondents also view the switch to online teaching to have an overall moderate positive impact on the educational process, albeit the overall effectiveness of the online educational experience is perceived to be lower than in the case of face-to-face teaching. Moreover, we find that the institutional support, the trust in the online system and the perceived effectiveness of formative assessment are factors that are positively associated with the impact and effectiveness of online education.
新冠肺炎大流行后的在线教学实践与教育过程的有效性
在本文中,我们调查了由于新冠肺炎大流行而于2020年突然转向在线教学的影响。通过使用来自13个欧洲国家的362名教授和学生的回答,我们发现大学和学生很快就适应了新的变化,并且目前采用了同步和异步的互动和评估方法。然而,相对于通常包含在在线学习工具中的内容,这种组合非常有限,并且表明被动交付和互动减少。我们的受访者估计,在恢复面对面教育后,大多数在线互动和评估方法将继续使用。我们的受访者还认为,转向在线教学对教育过程产生了总体上适度的积极影响,尽管人们认为在线教育体验的总体有效性低于面对面教学。此外,我们发现,制度支持、对在线系统的信任以及形成性评估的有效性是与在线教育的影响和有效性呈正相关的因素。
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
CiteScore
4.20
自引率
3.80%
发文量
55
审稿时长
12 weeks
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