2019冠状病毒病期间远程学习质量的不平等:学生视角和缓解因素

IF 2.6 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alec I Kennedy, Ana María Mejía-Rodríguez, Andrés Strello
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引用次数: 5

摘要

背景:在许多学校因新冠肺炎大流行而被迫关闭时,为确保学生的学习连续性,学校采用了远程学习或在课堂外向学生提供同步或异步教学的常用策略。技术基础设施、学生和教师的数字能力以及家庭对学习的支持等方面的差异,可能导致远程学习在实现和被学生感知的方式上的不平等。本研究旨在了解学生对远程学习的看法在几个国家之间和内部的差异。方法:基于理解远程学习成功的概念框架,并使用来自七个国家的教育中断调查(REDS)学生问卷的数据,我们构建了学生对成功远程学习的三个基本组成部分的看法:获得合适的技术,有效的教师和参与的学生。然后,我们在国家之间和国家内部比较这些尺度的值,以确定学校关闭期间远程学习质量的不平等。我们还调查了各国学校实施远程学习支持的程度。结果:我们发现了跨国远程学习质量差异的证据,与我们样本中的其他国家相比,某些国家在我们的远程学习质量量表上的值要低得多。此外,我们还发现,社会经济地位低的学生、女孩和生活在农村地区的人在获得技术和使用技术的信心方面存在国内不平等,这些指标的价值较低。此外,我们还发现了一些证据,表明不同社会经济群体的学生参与程度存在国内不平等。相比之下,我们在衡量有效教师的标准中没有发现那么多不平等。在大多数国家,学校为改善远程学习提供了若干支持。结论:虽然我们的研究结果预测并证实了远程学习体验中的不平等,但我们发现,在一些国家,在使用技术的机会和信心以及学生参与方面的不平等并没有扩展到对教师有效性和支持的看法上的不平等。学校支持远程学习的努力,无论学生的背景如何,都应该被视为一种积极的因素,并说明他们在面对许多挑战时的应变能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors.

Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors.

Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors.

Background: Remote learning, or synchronous or asynchronous instruction provided to students outside the classroom, was a common strategy used by schools to ensure learning continuity for their students when many school buildings were forced to shut down due to the COVID-19 pandemic. Differences in technology infrastructures, digital competencies of students and teachers, and home supports for learning likely led to inequalities in the way remote learning reached and was perceived by students. This study seeks to understand how student perspectives on remote learning varied across and within several countries.

Methods: Building off a conceptual framework developed to understand remote learning success and using data from the Responses to Education Disruption Survey (REDS) student questionnaire from seven countries, we construct measures of student perceptions of three essential components of successful remote learning: Access to Suitable Technology, Effective Teachers, and Engaged Students. We then compare values on these scales across and within countries to identify inequalities in remote learning quality during school closures. We also investigate the extent to which schools implemented supports for remote learning across countries.

Results: We find evidence of across country variation in remote learning quality with certain countries having much lower values on our remote learning quality scales compared to other countries in our sample. Furthermore, we identify within-country inequalities in access to and confidence in using technology with low-SES students, girls, and those living in rural areas having lower values on these measures. Furthermore, we find some evidence of within-country inequalities in student engagement across socioeconomic groups. In contrast, we do not find as many inequalities in our measures of effective teachers. In most countries, schools provided several supports to improve remote learning.

Conclusions: While inequalities in remote learning experiences were anticipated and confirmed by our results, we find it promising that, in some countries, inequalities in access to and confidence in using technology as well as student engagement did not extend to inequalities in perceptions of teacher effectiveness and support. Schools' efforts to support remote learning, regardless of student background, should be seen as a positive and illustrate their resilience in the face of many challenges.

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来源期刊
Large-Scale Assessments in Education
Large-Scale Assessments in Education Social Sciences-Education
CiteScore
4.30
自引率
6.50%
发文量
16
审稿时长
13 weeks
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