过去和现在的学习:关于性别对南非一所大学 Covid-19 后在线学习支持的影响的案例研究

S. Chiphambo, M. Mashologu
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摘要

本文探讨了学生在 Covid-19 大流行之前和之后的在线学习体验,重点关注是否所有学生都能获得在线学习的支持,而不考虑他们的性别差异。研究采用问卷调查的方式,从 400 名学生中随机抽取了 247 名学生收集数据。研究以 0.05 的显著性水平检验了四个零假设:(i) H0:性别与为学习目的使用笔记本电脑之间没有显著关联;(ii) H0:性别与为学习目的使用互联网之间没有显著关联;(iii) H0:性别与为学习目的使用数据之间没有显著关联;(iv) H0:性别与为学习目的使用互联网提供数据者之间没有显著关联。本研究表明,性别与使用笔记本电脑、性别与使用互联网、性别与使用数据、性别与为学习目的使用互联网提供数据之间没有明显联系。因此,该研究提出了以下建议:讲师不得假设每个学生都能上网,而在学生在家时进行授课;负责为学生提供积极在线学习的相关设备的各方必须加强对在线学习的必要支持,以便在实施混合式学习时不让任何学生掉队;为学生提供必要的小工具和充足的数据,以加强在线学习;必须为学生提供笔记本电脑,而不论其性别和就读年级。本文通过解决在线学习中的性别差异问题,为教育机构提供有价值的见解,为今后的研究提供方法模型,并为政策提供信息,以创建一个更具包容性和更有效的在线学习环境,从而为学术研究做出贡献:Covid-19、机构、在线学习、远程学习、学生访问、性别、差异、技术
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Learning Then and Now: A Case Study on the Effects of Gender on Online Learning Support Post Covid-19 at a South African University
This paper explored students’ online learning experiences before and post-Covid-19 pandemic with a focus on whether all students are supported to have online learning access without considering their gender differences. The questionnaire was used to collect data from 247 students who were randomly selected from the cohort of 400 students. The study tested the four null hypotheses at 0.05 level of significance: (i) H0: There is no significant association between gender and access to laptop for learning purposes, (ii) H0: There is no significant association between gender and access to internet for learning purposes, (iii) H0: There is no significant association between gender and access to data for learning purposes and (iv) H0: There is no significant association between gender and who provides data to access internet for learning purposes. This study revealed that there is no significant association between the following: gender and access to laptops, gender and access to the internet, gender and access to data, and gender and who provides data to access internet for learning purposes. The study therefore recommended the following: lecturers must not conduct classes when students are at their homes assuming that every student has access to internet connectivity; the provision of necessary support for online learning needs to be strengthened by all the parties who are responsible for support students with relevant equipment for active online learning so that no students is left behind when blended learning is implemented; support students with necessary gadgets and adequate amount of data to enhance online learning; students must be supplied with laptops regardless of gender and year of study. The paper contributes to scholarship by addressing gender disparities in online learning, providing valuable insights for educational institutions, offering a methodological model for future studies, and informing policies to create a more inclusive and effective online learning environment. Keywords: Covid-19, Institution, Online Learning, Remote Learning, Student Access, Gender, Differences, Technology
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