Chen Victoria, Sandford Adam, LaGrone Matthew, Charbonneau Kayla, Kong Jessica, Ragavaloo Shenoa
Department of Academic & Campus Technology Services University of Guelph-Humber Etobicoke Ontario Canada.
Department of Psychology University of Guelph-Humber Etobicoke Ontario Canada.
Br J Educ Technol. 2022 May;53(3):512-533. doi: 10.1111/bjet.13205. Epub 2022 Feb 20.
The world-wide pivot to remote learning due to the exogenous shocks of COVID-19 across educational institutions has presented unique challenges and opportunities. This study documents the lived experiences of instructors and students and recommends emerging pathways for teaching and learning strategies post-pandemic. Seventy-one instructors and 122 students completed online surveys containing closed and open-ended questions. Quantitative and qualitative analyses were conducted, including frequencies, chi-square tests, Welch Two-Samples -tests, and thematic analyses. The results demonstrated that with effective online tools, remote learning could replicate key components of content delivery, activities, assessments, and virtual proctored exams. However, instructors and students did not want in-person learning to disappear and recommended flexibility by combining learning opportunities in in-person, online, and asynchronous course deliveries according to personal preferences. The paper concludes with future directions and how the findings influenced our planning for Fall 2021 delivery. The video abstract for this article is available at https://www.youtube.com/watch?v=F48KBg_d8AE.
由于新冠疫情这一外部冲击，全球各教育机构纷纷转向远程学习，这带来了独特的挑战与机遇。本研究记录了教师和学生的实际经历，并为疫情后教学策略的新途径提出建议。71名教师和122名学生完成了包含封闭式和开放式问题的在线调查。进行了定量和定性分析，包括频率分析、卡方检验、韦尔奇双样本检验和主题分析。结果表明，借助有效的在线工具，远程学习可以复制内容传授、活动、评估和虚拟监考考试等关键环节。然而，教师和学生并不希望面授学习消失，并建议根据个人喜好，将面授、在线和异步课程交付等学习机会相结合，保持灵活性。本文最后给出了未来方向，以及这些研究结果如何影响我们对2021年秋季课程交付的规划。本文的视频摘要可在https://www.youtube.com/watch?v=F48KBg_d8AE获取。
