Cullinane Alison, McGregor Debra, Frodsham Sarah, Hillier Judith, Guilfoyle Liam
Department of Education University of Oxford Oxford UK.
School of Education, Faculty of Humanities and Social Sciences Oxford Brookes University Oxford UK.
Br J Educ Technol. 2022 May;53(3):558-576. doi: 10.1111/bjet.13195. Epub 2022 Mar 1.
For the last 28 years, one of the leading international science education organisations has regularly provided a week-long summer school experience for doctoral students. In summer 2020, the COVID-19 pandemic prevented international travel and close-contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week-long summer school. All doctoral participants, from across the five continents, were invited to reflectively comment on their educative experience after the online event. This paper consequently presents the perspectives of these science education PhD students who engaged with the transformed virtual summer school to consider how the range of varied online interactions maintained the learning opportunities for them and enabled their introduction to an established research community. The study indicates how the digital activities facilitated and maintained high-quality learning exchanges through a varied array of intellectual activities involving both experienced and novice scholars. The findings demonstrate how successful academic outcomes can be achieved remotely while minimising international travel and significantly reducing financial outlay. This was achieved through creatively structuring a week-long virtual experience and combining a series of synchronous and asynchronous learning opportunities for different groupings of participants within the international summer school community.
在过去的28年里，一家领先的国际科学教育组织定期为博士生提供为期一周的暑期学校体验。2020年夏天，新冠疫情阻碍了国际旅行以及学者之间的密切接触互动。这就要求通过为期一周的虚拟暑期学校，将导师与博士生之间的学习互动转变并转移到线上。来自五大洲的所有博士生参与者都被邀请在在线活动结束后对他们的教育经历进行反思性评论。因此，本文呈现了这些科学教育博士生的观点，他们参与了转型后的虚拟暑期学校，以探讨各种在线互动如何为他们维持学习机会，并使他们能够融入一个成熟的研究社区。该研究表明，数字活动如何通过一系列涉及经验丰富和新手学者的智力活动，促进并维持高质量的学习交流。研究结果表明，如何在尽量减少国际旅行并大幅降低财务支出的情况下远程实现成功的学术成果。这是通过创造性地构建为期一周的虚拟体验，并为国际暑期学校社区内不同分组的参与者组合一系列同步和异步学习机会来实现的。
