Kovacs Carrie, Jadin Tanja, Ortner Christina
Faculty of Informatics, Communications and Media, Institute of Communication and Knowledge Media, University of Applied Sciences Upper Austria, Hagenberg, Austria.
Front Psychol. 2022 Feb 7;13:734138. doi: 10.3389/fpsyg.2022.734138. eCollection 2022.
In 2020, the COVID-19 pandemic forced many nations to shut-down schools and universities, catapulting teachers and students into a new, challenging situation of 100% distance learning. To explore how the shift to full distance learning represented a break with previous teaching, we asked Austrian students ( = 874, 65% female, 34% male) which digital media they used before and during the first Corona lockdown, as well as which tools they wanted to use in the future. Students additionally reported on their attitudes and experiences with online learning. Results showed that students used certain tools, such as video, audio, e-assessments, and web conferencing systems, much more often during lockdown than they had before. Their use of classic digital media, such as e-mail, social communication tools, such as chat or online forums, and other interactive tools, such as wikis or educational games, hardly changed at all. Their attitudes toward multimedia learning were positively related to their media use. In their open responses ( = 137), students identified advantages of online learning (flexibility and self-directed learning), as well as disadvantages (limited social interaction) and challenges (motivation and self-discipline). As a group, they also expressed a clear preference for a balanced combination of online- and offline teaching in the future. However, individual students did prefer fully online or offline learning modes, depending on their personal circumstances and educational goals. We view this as a call to researchers and educators alike to explore ways in which the advantages of online and face-to-face learning can best be combined to meet the changed needs and expectations of organizations, students, and teachers in a future "after Corona."
2020年，新冠疫情迫使许多国家的中小学和大学关闭，教师和学生因此进入了全新的、充满挑战的100%远程学习状态。为探究向完全远程学习的转变如何与之前的教学形成了差异，我们对奥地利学生（n = 874，65%为女生，34%为男生）进行了调查，询问他们在第一次新冠疫情封锁之前和期间使用了哪些数字媒体，以及他们未来希望使用哪些工具。学生们还汇报了他们对在线学习的态度和体验。结果显示，学生在封锁期间比之前更频繁地使用某些工具，如视频、音频、电子评估和网络会议系统。他们对经典数字媒体（如电子邮件）、社交沟通工具（如聊天软件或在线论坛）以及其他交互式工具（如维基或教育游戏）的使用几乎没有变化。他们对多媒体学习的态度与媒体使用呈正相关。在开放式回答（n = 137）中，学生们指出了在线学习的优点（灵活性和自主学习）、缺点（社交互动受限）和挑战（动力和自律）。总体而言，他们还明确表示倾向于未来采用线上与线下教学相结合的方式。然而，个别学生根据自身情况和教育目标，确实更倾向于完全在线或完全离线的学习模式。我们认为这是呼吁研究人员和教育工作者探索如何最好地结合在线学习和面对面学习的优势，以满足未来“后新冠时代”组织、学生和教师不断变化的需求和期望。
