评估COVID-19对建筑教育的影响:以约旦大学为例

IF 3.2 3区管理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Education and Training Pub Date : 2023-09-01 DOI:10.1108/et-12-2022-0467

A. Alhusban, S. Alhusban, Mohammad-Ward A. Alhusban

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引用次数: 0

摘要

目的本研究旨在确定新冠肺炎期间可能影响在线建筑教育有效性的因素，并检验约旦政府大学学生和教师对这些因素的满意度。此外，该研究考察了他们对这些因素的满意度与学生和教师的年龄、性别、教育水平、家庭规模和家庭规模之间的关系/相互关系。设计/方法论/方法采用不同的研究方法来实现研究目的，包括半结构化访谈、在线问卷调查和查阅最新文献。本研究采用描述性统计和皮尔逊乘积矩相关系数（Pearson r）对数据进行分析。发现这项研究发现，新冠肺炎期间的在线建筑教育压力很大。它在设计等建筑实践课程的教学中无效，并对建筑学习过程和结果产生了负面影响。相比之下，如果学生和教师有意愿、有足够的技术和适当的资源，建筑理论课程的在线教学是可靠和方便的。在线建筑教育对学生的设计能力和技能、同行评审、预期学习成果（ILO）成绩、反馈质量、工作量、互动模式、参与度、协作性、生产力产生了负面影响，并增加了在线考试作弊。家庭环境不适合在线建筑教育。家庭干预、隐私、家庭规模和家庭规模显著影响在线建筑教育的有效性。独创性/价值学生和教师的满意度决定了使用在线教学模式的连续性，这取决于信息质量、系统质量、服务质量、感知的易用性、感知的有用性、实现的预期学习成果、认知吸收、技能、动机、参与度，执行资源和策略，并将积极的情绪视为希望和享受。学生和教师的满意度反映了他们如何看待自己的学习体验，这对于评估在线教育质量的有效性至关重要，在线教育质量侧重于背景、投入、过程和产品，但人们仍然不清楚，尤其是对发展中国家而言。

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Assessing the impact of COVID-19 on architectural education: a case study of Jordanian Universities

PurposeThis research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.Design/methodology/approachDifferent research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.FindingsThis research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.Originality/valueStudents' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

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来源期刊

Education and Training EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.20

自引率

13.90%

发文量

期刊介绍： Education + Training addresses the increasingly complex relationships between education, training and employment and the impact of these relationships on national and global labour markets. The journal gives specific consideration to young people, looking at how the transition from school/college to employment is achieved and how the nature of partnerships between the worlds of education and work continues to evolve. The journal explores vocationalism in learning and efforts to address employability within the curriculum, together with coverage of innovative themes and initiatives within vocational education and training. The journal is read by policy makers, educators and academics working in a wide range of fields including education, learning and skills development, enterprise and entrepreneurship education and training, induction and career development. Coverage: Managing the transition from school/college to work New initiatives in post 16 vocational education and training Education-Business partnerships and collaboration Links between education and industry The graduate labour market Work experience and placements The recruitment, induction and development of school leavers and graduates Young person employability and career development E learning in further and higher education Research news Reviews of recent publications.