在线建筑教育:对东非COVID-19应急远程教育的思考

Q1 Social Sciences

E-Learning Pub Date : 2022-08-18 DOI:10.1177/20427530221117329

M. Olweny, A. Ndibwami, Achilles Ahimbisibwe

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引用次数: 3

摘要

本文调查了东非两所建筑学院的学生在COVID-19封锁的早期阶段如何参与教育活动。COVID-19封锁和紧急远程教学的转变为建筑教育提出了许多问题。这些问题涉及通过这项研究出现的获取、公平和教学方法。本文介绍了在卢旺达大学和乌干达烈士大学进行的研究结果，以及研究结果对建筑教育的影响。通过QualtricsXM发放的在线问卷，这项研究吸引了70名学生参与。文章最后为建筑教育工作者提出了一些建议，因为他们正在重新思考建筑教育的嵌入式教学传统，以及这些传统必须如何适应未来，以应对未来的冲击和破坏。

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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Online architectural education: Reflections on COVID-19 emergency remote learning in East Africa

This paper investigates how students in two schools of architecture in East Africa, engaged with educational activities during the early phase of the COVID-19 lockdown. The COVID-19 lockdown and shift to emergency remote teaching and learning raised a number of questions for architectural education. These relate to access, equity and pedagogical approaches, which emerged through this study. The paper presents the findings of the study carried out in the University of Rwanda, and Uganda Martyrs University, along with the implications of the findings for architectural education. Making use of an online questionnaire distributed via QualtricsXM, the study attracted 70 student participants. The paper concludes with some suggestions for architectural educators as they rethink the embedded pedagogical traditions of architectural education, and how these must adapt for the future in order to cope with future shocks and disruptions.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.