Cunha Jennifer, Silva Cátia, Guimarães Ana, Sousa Patrícia, Vieira Clara, Lopes Dulce, Rosário Pedro
Unidade de Investigação Aprendizagem, Instrução e Carreira, Centro de Investigação em Psicologia, Departamento de Psicologia Aplicada, Escola de Psicologia, Universidade Do Minho, Braga, Portugal.
Front Psychol. 2021 May 5;12:647708. doi: 10.3389/fpsyg.2021.647708. eCollection 2021.
Around the world, many schools were closed as one of the measures to contain the spread of the COVID-19 pandemic. School closure brought about important challenges to the students' learning process. This context requires strong self-regulatory competences and agency for autonomous learning. Moreover, online remote learning was the main alternative response to classroom learning, which increased the inequalities between students with and without access to technological resources or for those with low digital literacy. All considered, to level the playing field for students without digital resources, there is an urgent need to promote self-regulatory competences through offline intervention solutions. The current paper describes a project with this purpose, using radio broadcasting and letters to reach elementary students without digital resources. Moreover, potential reach and participants' perspectives of the project implementation are presented and discussed. The project draws on a prior evidence-based story-tool intervention grounded on a self-regulated learning framework. The original intervention was set previous to the COVID-19 pandemic and was implemented in the classroom context ( = 1,103 students). Once the schools had been closed down, the mode of intervention was adapted with the collaboration of the community. Alternative solutions were developed as follows: (i) story chapters were read on the radio and students received to their homes a printed script, prompting reflection, and suggesting related activities; (ii) students were provided with the story-tool to read autonomously and received letters from the main characters of the story which included, for example, suggestions for activities and reflection. These two alternative modes of intervention delivery potentially reached 394 elementary students, including students with digital resources. Interviews conducted with a group of students were provided information about the positive aspects of these two modes of intervention delivery, perceived learning (e.g., planning), constraints, and suggestions to improve the project. The current work is likely to merit attention from researchers and educational practitioners, given the need to use offline alternatives to provide support for students without digital resources to engage in autonomous learning during the pandemic period. This project may also be used as an alternative or a complementary solution to online modality.
在全球范围内，许多学校关闭作为遏制新冠疫情传播的措施之一。学校关闭给学生的学习过程带来了重大挑战。这种情况需要强大的自我调节能力和自主学习的能动性。此外，在线远程学习是课堂学习的主要替代方式，这加剧了有技术资源和无技术资源学生之间，以及数字素养低的学生之间的不平等。综合考虑，为了给没有数字资源的学生创造公平竞争环境，迫切需要通过线下干预解决方案来提升自我调节能力。本文描述了一个以此为目的的项目，该项目利用广播和信件联系没有数字资源的小学生。此外，还介绍并讨论了该项目实施的潜在覆盖范围和参与者的观点。该项目借鉴了先前基于自我调节学习框架的循证故事工具干预方法。最初的干预是在新冠疫情之前进行的，在课堂环境中实施（ = 1103名学生）。学校关闭后，在社区的协作下调整了干预方式。开发了以下替代解决方案：（i）在广播中朗读故事章节，学生在家中收到打印好的脚本，脚本促使学生反思并建议相关活动；（ii）为学生提供故事工具以便自主阅读，并收到故事主角的信件，信件内容包括例如活动和反思的建议。这两种替代干预方式可能覆盖了394名小学生，包括有数字资源的学生。对一组学生进行的访谈提供了有关这两种干预方式的积极方面、感知到的学习（如规划）、限制因素以及改进项目建议的信息。鉴于在疫情期间需要使用线下替代方式为没有数字资源的学生提供支持以参与自主学习，当前的工作可能值得研究人员和教育从业者关注。该项目也可作为在线模式的替代或补充解决方案。
