Tang Yuk Ming, Chen Pen Chung, Law Kris M Y, Wu C H, Lau Yui-Yip, Guan Jieqi, He Dan, Ho G T S
Department of Industrial and Systems Engineering, The Hong Kong Polytechnic University, Hung Hom, Hong Kong.
City University of Macau, Macau.
Comput Educ. 2021 Jul;168:104211. doi: 10.1016/j.compedu.2021.104211. Epub 2021 Apr 8.
Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one of the earliest regions to implement live online learning. Despite previous research on online teaching and learning, students' readiness to participate in the real-time online learning implemented during the coronavirus outbreak is not yet well understood. This study explored several key factors in the research framework related to learning motivation, learning readiness and student's self-efficacy in participating in live online learning during the coronavirus outbreak, taking into account gender differences and differences among sub-degree (SD), undergraduate (UG) and postgraduate (PG) students. Technology readiness was used instead of conventional online/internet self-efficacy to determine students' live online learning readiness. The hypothetical model was validated using confirmatory factor analysis (CFA). The results revealed no statistically significant differences between males and females. On the other hand, the mean scores for PG students were higher than for UG and SD students based on the post hoc test. We argue that during the coronavirus outbreak, gender differences were reduced because students are forced to learn more initiatively. We also suggest that students studying at a higher education degree level may have higher expectations of their academic achievement and were significantly different in their online learning readiness. This study has important implications for educators in implementing live online learning, particularly for the design of teaching contexts for students from different educational levels. More virtual activities should be considered to enhance the motivation for students undertaking lower-level degrees, and encouragement of student-to-student interactions can be considered.
在新冠疫情爆发期间，许多国家在全球经济和包括教育在内的人类社会活动方面都面临着严峻的形势。学校停课影响着世界各地的许多学生，面对面授课暂停。许多面临这一灾难性局面的国家在新冠疫情爆发的早期阶段就实施了停课措施，亚洲是最早实施在线直播学习的地区之一。尽管此前有关于在线教学和学习的研究，但学生参与新冠疫情期间实施的实时在线学习的准备情况尚未得到充分了解。本研究探讨了研究框架中与学习动机、学习准备以及学生在新冠疫情期间参与在线直播学习的自我效能感相关的几个关键因素，同时考虑了性别差异以及副学位（SD）、本科（UG）和研究生（PG）学生之间的差异。使用技术准备度而非传统的在线/网络自我效能感来确定学生的在线直播学习准备情况。通过验证性因素分析（CFA）对假设模型进行了验证。结果显示，男性和女性之间没有统计学上的显著差异。另一方面，根据事后检验，研究生的平均得分高于本科生和副学位学生。我们认为，在新冠疫情期间，性别差异有所减少，因为学生被迫更加主动地学习。我们还建议，接受高等教育的学生可能对自己的学业成绩有更高的期望，并且他们在在线学习准备方面存在显著差异。本研究对教育工作者实施在线直播学习具有重要意义，特别是对于为不同教育水平的学生设计教学情境而言。应该考虑开展更多虚拟活动，以提高攻读较低学位学生的学习动机，并且可以考虑鼓励学生之间的互动。
