Is the Emergency Distance Teaching ‎Experience Different in Postgraduate ‎Programs?: Students' Voices

IF 0.3 Q4 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Online Pedagogy and Course Design Pub Date : 2022-01-01 DOI:10.4018/ijopcd.302084

Abeer A Alharbi

引用次数: 1

Abstract

This study evaluates emergency remote teaching for postgraduate programs. A descriptive-analytic ‎method was used, including quantitative and qualitative tools. A questionnaire (N = 144) was ‎administered based on the context, input, process, and product (CIPP) model for evaluation, and semi-‎structured interviews (N = 6 participants) were conducted to provide a comprehensive depiction ‎incorporating participants’ views from three Saudi universities. The results revealed participants had a ‎positive bias regarding their experience; the results were similar to those of a number of studies but ‎revealed increased consistency of distance learning characteristics, specifically, data, exceptions, and ‎objectives of higher stages. This study also revealed several transitive and positive effects along with ‎challenges that seem to confront not only emergency distance teaching but the whole experience of ‎distance learning.‎

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研究生急诊远程教学体验不同吗?:学生的声音

本研究对研究生应急远程教学进行评估。采用描述分析方法，包括定量和定性工具。基于上下文、输入、过程和产品(CIPP)模型进行了问卷调查(N = 144)，并进行了半结构化访谈(N = 6参与者)，以提供包含来自三所沙特大学参与者观点的全面描述。结果显示，参与者对他们的经历有“积极的偏见”;结果与许多研究的结果相似，但揭示了远程学习特征的一致性，特别是数据、例外情况和更高阶段的目标。这项研究还揭示了一些传递性和积极的影响，以及似乎不仅面临紧急远程教学，而且面临整个远程学习体验的挑战

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

International Journal of Online Pedagogy and Course Design EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.40

自引率

0.00%

发文量

期刊介绍： The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods