复杂条件下以学生为中心的远程学习(covid-19大流行、乌克兰的婚姻状况)

V. Starosta
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引用次数: 0

摘要

本文对作为现代高等教育核心的以学生为中心的学习存在的问题进行了更新。在2019冠状病毒病全球大流行(2020-2021年)和乌克兰戒严(2022年)等复杂条件下实施以学生为中心的远程学习时,这种特殊性出现了。作者在2020年、2021年和2022年分别对1071名、443名和834名大学生进行了匿名在线调查。计算机程序IBM SPSS Statistics 23用于处理学生调查的结果。获得的结果表明,在大流行开始时,以下远程学习方式在大学中最普遍(按使用教育学科数量递减的顺序列出,2020年):Moodle,电子邮件,信使。在2021年、2022年,Google Meet、Google Classroom和Zoom将优先成为学生的远程学习工具。大多数学生(约70%)很容易在Moodle系统中注册,但约20%的学生遇到了轻微的困难,约10%的学生遇到了严重的困难。部分学生对网络连接质量(约25-29%)、自身技术支持(约17-20%)、心理舒适(约22-27%)表示不满。通过t检验的计算表明,在Moodle注册学生的难易程度(2020-2021、2021-2022)、心理舒适度(2020-2021)、网络连接质量满意度(2020-2021、2021-2022)和自身技术支持质量(2021-2022)方面,相邻年份的独立样本在远程学习过程中差异不存在统计学意义(p≤0.05);在其他比较情况下,可以观察到统计学上显著的差异。考虑到乌克兰远程学习的复杂条件(2020-2022),我们在Moodle中使用了面向计算机的重新测试。这种方法使本科生和硕士生在培训方面的学习成绩分别提高了近16%和13-17%,在模块化测试方面分别提高了4%和3-20%。我们认为,在Moodle中重新测试的积极结果应该被考虑并传播到高等教育的实践中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
STUDENT-CENTERED DISTANCE LEARNING IN COMPLICATED CONDITIONS (PANDEMIC COVID-19, MARITAL STATE IN UKRAINE)
The article updates the problems of student-centered learning, which is the core of modern higher education. The specificity arises during the implementation of student-centered distance learning in the complicated conditions of the global Covid-19 pandemic (2020-2021) and martial law in Ukraine (2022). The author included 1071, 443, and 834 university students in the anonymous online survey in 2020, 2021, and 2022, respectively. The computer program IBM SPSS Statistics 23 was used to process the results of the student survey. The obtained results indicate that the following means of distance learning were most widespread at the university at the beginning of the pandemic (listed in order of decreasing number of used educational disciplines, 2020): Moodle, Email, messengers. Google Meet, Google Classroom, Zoom are gaining priority as distance learning tools for students in 2021, 2022. The majority of students (about 70%) easily register in the Moodle system, but about 20% experience minor and about 10% significant difficulties. Some students express dissatisfaction with the quality of Internet connection (about 25-29%), their own technical support (about 17-20%), psychological comfort (about 22-27%). The calculation of the t-test indicates the absence of a statistically significant difference (p≤0.05) for independent samples of neighboring years during distance learning according to the following characteristics: ease/difficulty of registering students in Moodle (2020-2021, 2021-2022), psychological comfort (2020-2021), satisfaction with the quality of Internet connection (2020-2021, 2021-2022) and the quality of own technical support (2021-2022); in other cases of comparison, a statistically significant difference is observed. We used computer-oriented re-testing in Moodle, taking into account the complicated conditions of distance learning in Ukraine (2020-2022). This approach helps to improve the learning results of bachelor and master students by almost 16% and 13-17% for training, as well as by 4% and 3-20% for modular testing, respectively. We believe that the positive results of re-testing in Moodle should be taken into account and disseminated in the practice of higher education.
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