全球危机中的不平等和在线教育

Herbert Ntuli, E. Muchapondwa, V. Ntuli, Lina Mangwende
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引用次数: 0

摘要

在过去的二十年里,不平等和技术对在线教育的影响受到了全球研究人员的极大关注。关于COVID-19大流行等冲击如何影响在线教育获取的知识仍未得到充分研究。这项研究的主要目的是研究在发展中地区危机背景下,获取在线教育的不平等现象。采用混合方法收集和分析来自南部非洲六个国家的393名本科生的在线调查数据。可见的和隐藏的不平等来源,如收入和参与家务劳动,都会影响在线教育的质量。从面对面教学到在线教育的转变可能会导致学习困难和教育质量的下降。提供免费数据等政策通过减少不平等现象改善了学习体验。因此,决策者在制定危机期间的政策和战略时应考虑到不平等问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Inequality and Access to Online Education During a Global Crisis
The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.
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