Seynhaeve Shauny, Deygers B, Simon E
Translation, Interpreting and Communication, Ghent University, Groot-Brittanniëlaan 45, Ghent 9000, Belgium.
Linguistics, Ghent University, Ghent, Belgium.
Int J Educ Res Open. 2022;3:100169. doi: 10.1016/j.ijedro.2022.100169. Epub 2022 May 5.
In an attempt to curb the spread of COVID-19, Emergency Remote Teaching was implemented worldwide. The global educational disruption led to a rise in quantitative studies investigating the effect of this shift on student outcomes. These studies suggest a greater negative impact of the pandemic on students from disadvantaged backgrounds, but often fall short of exploring learners' perspectives on online teaching practices. A Q study with 23 Newly Arrived Migrant Students in Flemish upper secondary education was conducted to investigate these pupils' perceptions of blended Emergency Remote Teaching. The results show that these students hold at least four different viewpoints regarding Emergency Remote Teaching. The importance pupils assign to interaction and the role of the teacher is an important grouping variable in these analyses.
为了遏制新冠疫情的传播，全球范围内都实施了应急远程教学。全球教育中断导致定量研究数量增加，这些研究旨在调查这一转变对学生成绩的影响。这些研究表明，疫情对弱势群体背景的学生产生了更大的负面影响，但往往未能探讨学习者对在线教学实践的看法。我们对23名佛兰芒语高中教育阶段的新移民学生进行了一项Q研究，以调查这些学生对混合式应急远程教学的看法。结果表明，这些学生对应急远程教学至少持有四种不同的观点。在这些分析中，学生对互动的重视程度以及教师的角色是一个重要的分组变量。
