公立大学本科生对虚拟在线vs校园教学模式的看法——交付和评估模式

R. Imonje
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引用次数: 2

摘要

在2019冠状病毒病大流行开始时,教育机构采取了虚拟在线或混合交付和学习模式;解决高校学生程序化学习的保留、过渡和完成问题的干预。尽管在线学习面临着无障碍学习的挑战;在线评估程序似乎存在无数问题。尽管如此,关于在线评估,特别是考试,是否能提供与传统的校园面对面纸质评估相同的学术诚信,仍然存在很多争论(Paulli和Ferrelli 2020)。本研究的目的是评估本科生对虚拟在线教学模式与校园教学模式的交付和评估的看法。该研究以描述性调查设计为基础。研究对象是内罗毕大学基库尤校区教育学院不同年级的200名学生。该研究使用在线谷歌表格收集数据。数据分析采用描述性统计。数据以表格、百分比和图表的形式呈现。140名学生参加了这项研究。86.1%的受访者在学习期间,13.9%的受访者没有在学习期间。最受欢迎的授课方式是校园面对面授课(69.7%),其次是在线虚拟授课(21.8%)和两者兼而有之(8.5%)。优先选择的主要原因是,数学、斯瓦希里语和英语等科目需要学生和讲师在课堂上进行真正的互动和立即的教学反馈,以获得高质量的技能、知识和价值观;这在在线虚拟学习中是完全缺乏的;在线虚拟教学流程通常会因网络问题而中断,导致课程内容的覆盖范围不一致。对于需要密集实践环节的课程,建议采用混合学习,而其他课程则可以采用在线教学模式。最后,需要进一步审查在线教学方法和课程政策,以便根据学生的社会经济背景和有利的学习环境,进行在线评估,考虑在线教学的公平性。需要对有效的在线教学进行更多的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Undergraduate Student Perceptions on Virtual Online Versus On-campus Teaching – Learning Modes of Delivery and Assessment in Public Universities
On the onset of COVID 19 Pandemic, educational institutions took up either virtual online or blended modes of delivery and learning; as an intervention of solving programmed learning retention, transition and completion concerns among students in institutions of higher learning. In spite of the fact that online learning faces access learning challenges; there seems to be myriad issues with online assessment procedures. Despite this, there is still much debate on whether online assessments, particularly examinations, offer the same academic integrity as the traditional on- campus face to face paper assessment (Paulli and Ferrelli 2020). The purpose of this study was to assess the perceptions of undergraduate students on virtual online versus on-campus teaching- learning mode of delivery and assessment. The study anchored on descriptive survey design. A sample of 200 students across different years of study at the Faculty of Education, Kikuyu Campus, University of Nairobi, were targeted. The study used online google form to collect data. Descriptive statistics were applied in data analysis. Data was presented through tables, percentages and graphs. 140 students participated in the study. 86.1% of the respondents were in learning session and 13.9% were not in session. The most preferred mode of delivery is face to face on campus with 69.7 % responses, Virtual online – 21.8% and both, was 8.5%. The major reason for preference was that there are subjects such as mathematics, Kiswahili and English which require physical classroom student – lecturer real interactions and immediate instructional feedback for quality acquisition of skills, knowledge and values; which is completely lacking in online virtual learning; and that online virtual pedagogy flow is usually interrupted with network issues causing in-consistency in coverage of course content. Blended learning was recommended for courses that require intense practical sessions, while the other courses can take up online mode of pedagogy. Conclusively, there is need for further review of online pedagogical approaches, and curriculum policies in order to have aligned online assessments that consider equity in access to online pedagogy, in line with student socio-economic backgrounds and conducive learning environments. More research is needed for effective online pedagogical alignments.
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