Lepp Marina, Luik Piret, Tark Triin Mirjam
Institute of Computer Science, University of Tartu, Tartu, Estonia.
Front Sociol. 2022 May 2;7:871770. doi: 10.3389/fsoc.2022.871770. eCollection 2022.
When conducting web lessons after transitioning to online learning due to the coronavirus, lecturers can base their work on experiences gained during the emergency situation and instructions prepared by the teaching support staff. However, students' perception of engagement strategies, screen fatigue, difficulties motivating themselves and problems with concentrating on web lessons should be also taken into account. The goal of this research is to find out how students rate the importance of engagement strategies in web lessons and how the ratings differ between disciplines. Also, the study aims to investigate how concentration difficulties, students' motivational problems and screen fatigue are connected to student engagement strategies in web lessons. To achieve that goal, 430 students of the Faculty of Sciences and Technology and the Faculty of Social Sciences at the University of Tartu were surveyed and multivariate analyses of variance and correlational analyses were conducted. Regarding student engagement strategies, "Use of slides" was found to be the most important by students. This was followed by "Explaining what and why is being studied," "Sharing the teacher's screen," and "Recalling what has been learned before". The least important engagement strategies are "Presentation of article-based tasks," "Second teacher answers questions in a chat," and "Use of breakout rooms". Comparing the faculties there was a statistically significant difference in the ratings given to five engagement strategies. The results showed that concentration difficulties were not related to the ratings of student engagement strategies. However, some positive correlations were found between screen fatigue and motivational difficulties, and the ratings of student engagement strategies, indicating that proper engagement strategies for conducting web lessons can be a way of influencing more students and better course design can support different needs.
在因新冠病毒转向在线学习后开展网络课程时，授课教师可以将工作基于在紧急情况下获得的经验以及教学支持人员准备的指导。然而，学生对参与策略的看法、屏幕疲劳、自我激励困难以及专注于网络课程的问题也应予以考虑。本研究的目的是了解学生如何评价网络课程中参与策略的重要性，以及不同学科之间的评价有何差异。此外，该研究旨在调查注意力不集中、学生的动机问题和屏幕疲劳如何与网络课程中的学生参与策略相关联。为实现该目标，对塔尔图大学科技学院和社会科学学院的430名学生进行了调查，并进行了多变量方差分析和相关性分析。关于学生参与策略，学生认为“使用幻灯片”是最重要的。其次是“解释学习的内容和原因”“共享教师屏幕”以及“回顾之前学过的内容”。最不重要的参与策略是“呈现基于文章的任务”“第二位教师在聊天中回答问题”以及“使用分组讨论室”。比较两个学院，对五种参与策略的评分存在统计学上的显著差异。结果表明，注意力不集中与学生参与策略的评分无关。然而，在屏幕疲劳和动机困难与学生参与策略的评分之间发现了一些正相关，这表明开展网络课程的适当参与策略可以成为影响更多学生的一种方式，更好的课程设计可以满足不同需求。
