弥合健康职业教育中不同代际在线学习焦虑的差距。

Bridging the Gap in Online Learning Anxiety Among Different Generations in Health Professions Education.

机构信息

Department of Medical Diagnostic Imaging, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates.

College of Medicine.

出版信息

Sultan Qaboos Univ Med J. 2021 Nov;21(4):539-548. doi: 10.18295/squmj.4.2021.040. Epub 2021 Nov 25.

DOI:10.18295/squmj.4.2021.040

PMID:34888072

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC8631220/

Abstract

OBJECTIVES

This study aimed to examine the effects of an individual's generation group on anxiety related to online learning among students and online learning and teaching activities among faculty.

METHODS

This cross-sectional study was conducted at the University of Sharjah, Sharjah, United Arab Emirates, in April 2020 using the Online Course Anxiety Scale. The questionnaires were sent to 370 undergraduate students and 81 faculty members via email and the responses were stratified by generation. Descriptive statistics and an independent sample t-test was used to compare the mean scores of online learning anxiety with gender and previous experience among faculty and students.

RESULTS

A total of 358 students and 70 faculty members completed the questionnaire (response rate: 96.8% and 86.4%, respectively). Only 5.7% of the faculty (compared to 54.7% of the students) enjoyed browsing internet resources during online learning. Among the faculty, 75.7% experienced anxiety during online teaching compared to 37.7% of students. Of the faculty, 92.3% of baby boomers felt anxious compared to 70.5% and 76.9% of X and Y generations, respectively.

CONCLUSION

While students of Generations Z and Y enjoyed browsing the internet during online learning, the Generation Z students were anxious during online discussions and concerned about the misinterpretation of their written communication. Anxiety among faculty members was related to confusion regarding the use of the internet and computers and misinterpretations of text-based messages.

摘要

目的

本研究旨在考察个体的代际群体对学生在线学习焦虑和教师在线学习和教学活动焦虑的影响。

方法

本横断面研究于 2020 年 4 月在阿拉伯联合酋长国沙迦的沙迦大学进行，使用在线课程焦虑量表对 370 名本科生和 81 名教师进行问卷调查。问卷通过电子邮件发送给学生和教师，调查结果按代际分层。采用描述性统计和独立样本 t 检验比较了教师和学生在线学习焦虑的平均得分与性别和以往经验的关系。

结果

共有 358 名学生和 70 名教师完成了问卷调查（应答率分别为 96.8%和 86.4%）。只有 5.7%的教师（相比之下，54.7%的学生）喜欢在在线学习时浏览互联网资源。在教师中，有 75.7%的人在在线教学时感到焦虑，而学生中只有 37.7%的人感到焦虑。在教师中，有 92.3%的婴儿潮一代感到焦虑，而 X 一代和 Y 一代的焦虑比例分别为 70.5%和 76.9%。