Covid-19挑战的跨国视角:意大利和美国教师对远程教育的反应

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2022-12-01 DOI:10.30557/qw000056

Ottavia Trevisan, Martina De Rossi, R. Christensen, G. Knezek

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引用次数: 0

摘要

在这项关注Covid-19大流行期间远程教学的研究中，意大利和美国的47所高等教育学院对2021年7月至11月期间在国际上传播的一项调查做出了回应。在这两种情况下，对远程教育(DE)的机构支持和专业培训的看法在许多方面都是相似的，尽管对DE的机遇和挑战的经验证明是完全不同的。美国的受访者报告说，他们更容易接受DE，而意大利的教师报告说，他们更清楚地认识到DE的障碍。两国的教师都同样认识到DE专业发展的重要性。本文讨论了这些相似和差异的可能原因。

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Multinational perspectives on Covid-19 challenges: Faculty responses to distance education in Italy and the USA

In this study focusing on distance teaching during the Covid-19 pandemic, 47 higher education faculty in Italy and the USA responded to a survey circulated internationally between July and November 2021. In both contexts, perceptions of the institutional support and professional training for distance education (DE) were found to be similar in many ways, although the experiences with DE's opportunities and challenges proved quite different. Respondents in the USA reported being more at ease with DE, while Italian faculty reported greater recognition of the barriers to DE. HE faculty in both contexts equally recognized the importance of professional development for DE. Possible reasons for these similarities and differences are discussed.

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来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.