一个不安的，具有挑战性的，但有意义的经历:对面对面到在线同步COVID-19课程过渡的反思

Q2 Social Sciences

Journal of Education for Library and Information Science Pub Date : 2022-03-01 DOI:10.3138/jelis-2020-0100

Abigail Phillips

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引用次数: 0

摘要

在2020年春季学期，随着COVID-19感染率的上升，大学和学院关闭了校园，并将课程转移到网上。所有这些反应都发生在疾病控制中心(CDC)、世界卫生组织(WHO)和其他国家和全球卫生组织试图了解这种新的致命疾病的时候。图书馆与信息科学(LIS)学院尤其为这种意想不到的教育转变做好了准备，它们有着悠久的在线学习和在线参与历史。本文是对笔者在这一危机时期的教学经验的反思和分析。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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An Uneasy, Challenging, Yet Meaningful Experience: A Reflection on a Face-to-Face to Online Synchronous COVID-19 Course Transition

During the 2020 spring semester, as COVID-19 infection rates increased, universities and colleges closed campuses and moved courses online. All of these responses occurred as the Center for Disease Control (CDC), World Health Organization (WHO), and other national and global health organizations attempted to understand this new and deadly illness. Library and Information Science (LIS) schools were, in particular, ready for this unexpected education shift with their long history of online learning and online engagement. This article is both a reflection on and analysis of the teaching experiences of the author during this period of crisis.

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来源期刊

Journal of Education for Library and Information Science Social Sciences-Library and Information Sciences

CiteScore

1.70

自引率

0.00%

发文量

期刊介绍： The Journal of Education for Library and Information Science (JELIS) is a fully refereed scholarly periodical that has been published quarterly by the Association for Library and Information Science Education (ALISE) since 1960. JELIS supports scholarly inquiry in library and information science (LIS) education by serving as the primary venue for the publication of research articles, reviews, and brief communications about issues of interest to LIS educators.