新型冠状病毒肺炎全球危机期间高等教育学生对紧急远程教学的适应

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Yael Shraga-Roitman, A. Hellwing, N. Almog, Ayelet Goffer
{"title":"新型冠状病毒肺炎全球危机期间高等教育学生对紧急远程教学的适应","authors":"Yael Shraga-Roitman, A. Hellwing, N. Almog, Ayelet Goffer","doi":"10.1080/14675986.2022.2090685","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education\",\"authors\":\"Yael Shraga-Roitman, A. Hellwing, N. Almog, Ayelet Goffer\",\"doi\":\"10.1080/14675986.2022.2090685\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.\",\"PeriodicalId\":46788,\"journal\":{\"name\":\"Intercultural Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2022-07-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Intercultural Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14675986.2022.2090685\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intercultural Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14675986.2022.2090685","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

摘要本研究旨在确定新冠肺炎危机期间本科生对紧急远程教学(ERT)调整的原因。参与者是来自以色列四所学院的390名本科生,他们对在线学习的角色调整问卷和学习动机策略问卷做出了回应。定量研究结果显示,ERT的调整率较低,元认知策略的适度使用,以及适度的环境和个人干扰。适应ERT与性别、年龄、学年、环境和个人干扰以及元认知策略有关。研究结果强调了在新冠肺炎大流行开始后的第一学期,影响本科生调整ERT的不同障碍。教学-学习-教育平台的快速变化正在挑战高等教育机构(HEI)提高对来自不同背景和学术经历的不同学生的支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The adjustment to emergency remote teaching during the COVID-19 global crisis among diverse students in higher education
ABSTRACT This study aims to identify the factors that explain undergraduate students’ adjustments to emergency remote teaching (ERT) during the COVID-19 crisis. The participants were 390 undergraduate students from four academic colleges in Israel who responded to the role adjustment to online learning questionnaire and the motivated strategies for learning questionnaire. The quantitative findings showed low adjustment rates to ERT, moderate use of metacognitive strategies, and moderate environmental and personal distractions. Adjusting to ERT was related to gender, age, academic year, environmental and personal distractions, and metacognitive strategies. The findings highlight the different barriers that affected undergraduate students’ adjustments to ERT during the first semester after the COVID-19 pandemic began. The rapid changes to teaching-learning educational platforms are challenging higher education institutes (HEIs) to improve their support for diverse students from different backgrounds and academic experiences.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Intercultural Education
Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
8.30%
发文量
36
期刊介绍: Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信