Dolenc Kosta, Šorgo Andrej, Ploj Virtič Mateja
Faculty of Education, University of Maribor, SI-2000 Maribor, Slovenia.
Faculty of Natural Sciences and Mathematics, Faculty of Electrical Engineering and Computer Science, University of Maribor, SI-2000 Maribor, Slovenia.
Educ Inf Technol (Dordr). 2021;26(6):7079-7105. doi: 10.1007/s10639-021-10558-4. Epub 2021 Apr 28.
The aim of the study was to investigate the different views of educators and students on Forced Online Distance Education during the Corona virus disease 2019 (COVID-19) lock-down. Such differences in views can be a source of misunderstanding, leading to unintended side effects. Online open-ended surveys resulted in 1341 comments received from 210 university educators and 347 students. The coding, based on the principles of Grounded Theory, resulted in 35 concepts, organized into 6 categories. The main findings were that students and educators shared most of the negative and positive views; however, there exist unique views that are not shared between the two groups. The negative views outweigh the positive ones, and educators are more negative than students. The category 'Perceived usefulness' is the most positive and 'Technology' the most negative category. Positive views were attributed to the quality of life, not the quality of the study. The most important contribution of the work to the existing body of knowledge is the comparative analysis of the unconstrained views of students and their educators about Online Learning Environments (OLE) as the workhorse of Forced Online Distance Education (FODE). The results of this study can be helpful for institutional evaluators, since they reveal undesirable side effects that are usually overlooked. The study brings a new, deeper look at Forced Online Distance Education and the non-neutral role of digital technology in it.
本研究的目的是调查教育工作者和学生对2019年冠状病毒病（COVID-19）封锁期间强制在线远程教育的不同看法。这种观点上的差异可能会导致误解，产生意想不到的副作用。在线开放式调查共收到来自210名大学教育工作者和347名学生的1341条评论。基于扎根理论的原则进行编码，得出了35个概念，并将其归纳为6个类别。主要研究结果是，学生和教育工作者在大多数负面和正面观点上是一致的；然而，两组之间也存在一些独特的、互不相同的观点。负面观点多于正面观点，且教育工作者比学生更为负面。“感知有用性”类别是最积极的，而“技术”类别是最消极的。正面观点归因于生活质量，而非学习质量。这项工作对现有知识体系最重要的贡献在于对学生及其教育工作者对作为强制在线远程教育（FODE）主力的在线学习环境（OLE）的无约束观点进行了比较分析。本研究结果对机构评估人员可能会有所帮助，因为它们揭示了通常被忽视的不良副作用。该研究为强制在线远程教育以及数字技术在其中的非中立作用带来了全新的、更深入的审视。
