Okoye Kingsley, Rodriguez-Tort Jorge Alfonso, Escamilla Jose, Hosseini Samira
Writing Lab, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico.
The MOOCs, Alternative Credentials unit, Institute for Future of Education, Office of the Vice President for Research and Technology Transfer, Tecnologico de Monterrey, CP 64849 Monterrey, Nuevo Leon Mexico.
Educ Inf Technol (Dordr). 2021;26(6):7225-7257. doi: 10.1007/s10639-021-10527-x. Epub 2021 May 18.
The COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching-learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.
新冠疫情扰乱了全球人类和组织活动的许多领域。这包括教育工作者正在开发的新创新技术和策略，以促进利益相关者（如教师和学生）的快速学习恢复和复学。事实上，教育工作者面临的主要挑战一直是应采取哪些适当措施来防止学生学习成绩下降；从如何提供确保学习连续性的高效学习工具/课程，到提供纳入应对机制和总体教育加速的方法。对于几所高等教育机构（HEIs）来说，在新冠疫情期间，技术介导的教育已成为现代教学/学习指导的一个组成部分，此时数字技术因此已成为学习中不可避免且不可或缺的一部分。为此，本研究定义了一种混合教育模式（HyFlex + Tec），用于在高等教育机构中实现虚拟和面对面教育。实际上，该研究在高等教育环境中利用大规模开放在线课程（MOOCs）的数据使用报告和情感与体验调查问卷进行实验。为此，我们应用指数线性趋势模型和预测方法来确定新冠疫情期间学习者的总体进展和统计数据，随后进行文本挖掘和单因素方差分析（ANOVA），以确定教师和学生的教学学习体验对其能量（学习动机）水平的影响和显著差异。从结果中，我们注意到混合学习模式在新冠疫情期间支持教师和学生的教育/学习连续性。该研究还讨论了其在新冠疫情后对利益相关者学习体验和情感福祉的未来监测（跟踪）的创新重要性。
