School of Life Sciences, Faculty of Science, University of Technology Sydney, Sydney, Australia.
The Royal Australian and New Zealand College of Ophthalmologists, RANZCO, Sydney, Australia.
Adv Physiol Educ. 2022 Jun 1;46(2):297-308. doi: 10.1152/advan.00141.2021. Epub 2022 Mar 24.
The COVID-19 pandemic has been a strong driver for moving more teaching and learning activities online. Border restrictions have had a severe impact on international students either hoping to enroll in courses offered in Australia or continue with such courses if they are already enrolled. The online learning experience is likely different between students onshore and offshore. This study took a unique opportunity to investigate any such differences in students' attitudes toward remote learning, necessitated by the pandemic, by comparing two cohorts of students, Australia versus China based. An anonymous survey using the Likert Scale and open-ended questions was available for student feedback on subject delivery. The students based in Australia expressed a preference for remote learning due to the convenience of attendance and availability of the video recordings. However, students in China had a strong preference for face-to-face sessions, with the lack of prior experience in an English-speaking learning environment and hesitance to speak with the lecturers and engage in the learning activities possible reasons for this. In quizzes, students in Australia performed better than those in China regardless of local or international student status. This difference may be due to the Australian-based students' prior experience of English-speaking environments and open-book quizzes. In conclusion, remote learning in a familiar language and learning environment is accepted by students, whereas if the teaching is delivered in a second language using unfamiliar teaching methods, remote learning will require additional scaffolding to enhance their learning experience.
新冠疫情大流行是推动更多教学活动在线化的强大动力。边境限制对国际学生产生了严重影响，无论是希望在澳大利亚注册课程的学生，还是已经注册的学生都无法继续课程。在岸学生和海外学生的在线学习体验可能有所不同。本研究通过对比澳中两国的两个学生群体，利用这一独特机会，调查了因疫情而导致的远程学习态度方面的任何差异。使用李克特量表和开放式问题对课程教学进行了匿名调查，以收集学生的反馈。由于出勤方便和视频记录可用，澳大利亚的学生表示更倾向于远程学习。然而，中国的学生非常倾向于面对面的课程，可能的原因是他们缺乏在英语学习环境中的先前经验，以及不愿与讲师交流和参与学习活动。在测验中，无论学生是澳大利亚本地学生还是国际学生，澳大利亚的学生表现都优于中国的学生。这种差异可能是由于澳大利亚学生有英语环境的先前经验和开卷测验。总之，学生更容易接受在熟悉的语言和学习环境中进行远程学习，而如果以第二语言进行教学并使用不熟悉的教学方法，远程学习则需要额外的支持来增强他们的学习体验。
