新冠病毒是黑天鹅。从学生和学者的角度看第二波新冠肺炎疫情下高校教育对网络学习的适应

Pub Date : 2023-06-26 DOI:10.34135/mlar-23-01-06
Ondřej Roubal
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引用次数: 0

摘要

2020年和2021年,现代社会在教育领域面临着前所未有的局面。世界各地的教育系统经历了从传统的面对面学习到远程学习的巨大转变。全球2019冠状病毒病大流行引发的这种被迫的教学转型,是对大学和其他学术机构的韧性和适应能力的重大考验。这一紧急情况及其处理方式,是财政与行政学院在2020/2021学年(被称为第二波冠状病毒大流行期间)以问卷调查的形式对学生和学者进行实证研究的主题。我们观察了学生和学者的态度,然后通过评估在线教育质量、对课程兴趣水平的下降或增加、教育工作者的沟通技巧水平或他们在在线办公时间的可用性等方面的相互对抗,将这些态度分解为更详细的层面。我们还探讨了远程学习中缺乏物理互动的作用和意义这一关键问题。经验数据表明,在这两个人群中,对在线学习的看法存在矛盾心理。然而,一方面,对教育者的沟通技巧有明确的集体信心,部分是对他们提供的在线教学的整体质量有信心,部分是对他们愿意在随后的学期中继续提高教学质量有信心,另一方面,学生对某些科目的期望没有完全满足,这标志着兴趣明显下降。在情感上接受在线学习的一个关键标准是缺乏身体上的互动和在学校环境中的存在。因此,未来教育的理想模式似乎是全日制和远程教育的结合,将它们各自的好处结合起来,同时消除它们的明显缺点。
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Covid-19 as a Black Swan. University Education Adaptation to Online Learning in the Second Wave of the Coronavirus Pandemic from the Perspective of Students and Academics
In 2020 and 2021, modern society faced a historically unprecedented situation in the field of education. Education systems worldwide underwent a massive transformation from conventional forms of face-to-face learning to distance learning alternatives. This forced transformation of teaching, triggered by the global COVID-19 pandemic, has been a major test of resilience and adaptability for universities and other academic institutions. This emergency situation, and the way it was handled, was the subject of empirical study by the University of Finance and Administration in the form of a questionnaire-based survey focused concurrently on students and academics during the 2020/2021 academic year, during what has been referred to as the second wave of the coronavirus pandemic. We observed the attitudes of students and academics, then broke these down to greater levels of detail through mutual confrontation in the areas of evaluating the quality of online education, the decreasing or increasing levels of interest in courses, the level of communication skills of educators, or their availability during online office hours. We also explored the key question of the role and significance of the absence of physical interactions that characterizes distance learning. The empirical data point to ambivalence in the perceptions of online learning in both populations studied. While, on the one hand, there are clear collective expressions of confidence in the communication skills of educators, partly in the overall quality of the online instruction they provide and partly in their willingness to continue to enhance it in subsequent semesters, on the other hand, the expectations of students were not fully met in certain subjects, which was marked by a palpable decline in interest. One criterion that was critical for the emotional acceptance of online learning is the absence of physical interaction and presence in the school environment. It would therefore appear that the ideal model for future education is a combination of full-time and distance learning that would combine their respective benefits, while eliminating their perceived shortcomings.
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