2019冠状病毒病期间教学中的教育应对:在线学习实施的持续成果

K. Tarigan, E. Elahi, Margaret Stevani
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引用次数: 0

摘要

COVID-19使许多学习机会变得困难。各国政府必须重新考虑现有的学校基础设施、适合在线学习的教育资源、教师能力建设以及学生对此举措的准备情况。这些障碍影响了受影响国家许多学生的教育连续性,数字公平需要仔细规划、发展和设定目标,以营造有效的学习环境。本研究的样本包括272名印尼教师和3988名印尼学生。这项研究采用了定性和定量相结合的方法。研究结果表明,基于政府、教师和学生三个框架的挑战和解决方案具有优势和劣势,可以通过与私营公司和相关组织建立协作和合作结构来实现确保平等教育的最佳方法,并最大限度地减少数字鸿沟。基于三个框架的观点,重新设计和修订国家在线平台和服务至关重要,包括21世纪技能跨学科能力的电子学习内容。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Education Responses in Teaching during Covid-19: The Ongoing Result in Online Learning Implementations
COVID-19 had made many learning opportunities difficult. Governments had to reconsider existing school infrastructure, educational resources suitable for online learning, building teacher capacity, and student readiness for this move. These barriers impacted the educational continuity of many students in the countries affected, and digital equity required careful planning, development, and goal setting to foster effective learning environments. The sample for this study consisted of 272 Indonesian teachers and 3988 Indonesian students. This study used a mixture of qualitative and quantitative approaches. The results of the study showed that the challenges and the solutions based on the Three Framework (Government, Teacher, and Student) had both advantages and disadvantages to implement the best method to ensure equal access to education and to minimize the digital divide by establishing a collaborative and cooperative structure with the private companies and relevant organizations. Based on the Three Framework perspectives, it was critical to redesign and revise the national online platforms and services, including e-learning content for cross-disciplinary competencies during Century 21st skills.
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