教学模式改变的影响:来自实地实验室实验的证据

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Karoll Gómez-Portilla , Milena Hoyos , Jorge Muñoz , Germán Camilo Rodríguez
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引用次数: 0

摘要

本研究探讨同步式虚拟教学环境转变为面对面教学环境对大学生学习成绩的影响。为此,我们对本科生进行了现场实验室实验,并估计了差异中的差异模型。实验参与者被要求回答一项知识测试,该测试使我们能够比较他们在COVID-19大流行期间实施的限制结束后回归面对面教学后的学习成绩。学生在测试时的遗忘曲线是一个未被观察到的因素,可能会使结果产生偏差;因此,我们提出了一个分为两个部分的测试,其中一个干预包括一个中间反馈活动作为记忆再激活机制。我们发现有证据表明,接受虚拟课程的大学生的知识测试成绩比面对面课程要低,平均测试成绩低4.4 %,但统计上不显著。因此,同步的虚拟教学并不比面对面的课堂学习更有效。结果支持这样一种观点,即实施不同的教学模式,允许更大的灵活性,这可能不一定会损害学生的学习成绩。然而,其有效性取决于能否提供技术和教学资源。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effects of teaching modality changes: Evidence from a lab-in-the-field experiment
This study explores how the change from a synchronous virtual teaching environment to a face-to-face one is related to the academic performance of university students. For this purpose, a lab-in-the-field experiment with undergraduate students was conducted, and a difference-in-differences model was estimated. Participants in the experiment were asked to respond to a knowledge test that allowed us to compare their academic performance in the return to face-to-face teaching after the end of restrictions imposed during the COVID-19 pandemic. The students' forgetting curve at the time of the test is an unobserved factor that could bias results; hence we proposed a test designed to be administered in two parts, with an intervention consisting of an intermediate feedback activity as a memory reactivation mechanism. We find evidence of moderately lower knowledge test performance for university students who received virtual classes than face-to-face classes, with average test scores 4.4 % lower but statistically not significant. Therefore, synchronous virtual teaching is not more or less effective than face-to-face classroom learning. Results support the idea that implementing different teaching modalities that allow greater flexibility is an alternative that may not necessarily compromise students' academic performance. However, its effectiveness depends on making technological and pedagogic resources available.
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来源期刊
International Journal of Educational Development
International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.20
自引率
12.00%
发文量
106
审稿时长
40 days
期刊介绍: The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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