在COVID-19大流行期间为成人学习者实施混合学习课程

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
I. Luka
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引用次数: 3

摘要

本研究旨在评估以10种语言为成人学习者创建的基于文化的混合学习多语言课程,以及该课程在COVID-19期间在六个欧洲国家(克罗地亚、拉脱维亚、斯洛文尼亚、罗马尼亚、波兰和捷克)实施期间对学习者21世纪技能的发展情况。设计/方法/方法采用纸质问卷对638名参与者进行了横断面调查。运用Bereday的描述、解释、并置、比较四步模型进行数据分析,找出不同学习者群体之间的异同。总体而言,学习者已经发展了他们21世纪的技能,但并不是所有目标受众的进步都一样。有经济、社会和文化障碍的学生比有地理和学习障碍的学生的评价更积极。研究局限性/启示本研究是在新冠肺炎大流行期间进行的,面对面的学习阶段被虚拟平台的在线学习所取代,这对研究结果产生了影响。结果不能推广到所有成人学习者,因为不同目标群体的学习者之间存在显著差异。实际意义当面对面的教学/学习受到限制时,本课程可适用于正规和非正规成人教育。社会意义研究结果表明,本课程特别适合有经济、社会和文化障碍的学习者。原创性/价值本文关注的是混合学习在非正规/非正式成人教育中的应用,这是一个研究较少的领域。2019冠状病毒病大流行期间实施的目标课程展示了一种让成人学习者(包括那些有某些学习障碍的人)参与终身学习的新方式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Implementation of a blended learning course for adult learners during the COVID-19 pandemic
Purpose This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners’ 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period. Design/methodology/approach A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday’s four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners. Findings Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles. Research limitations/implications The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners. Practical implications The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted. Social implications The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning. Originality/value The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.
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来源期刊
QUALITY ASSURANCE IN EDUCATION
QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
20.00%
发文量
47
期刊介绍: QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality
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