Aldosari Aljawharah M, Alramthi Saad M, Eid Hala F
Faculty of Education, Bisha University, Bisha, Saudi Arabia.
Front Psychol. 2022 Nov 17;13:994403. doi: 10.3389/fpsyg.2022.994403. eCollection 2022.
The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students' engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor's presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.
在过去两年里，新冠疫情迫使几乎所有高等教育机构采用在线教育工具。在线教育有巨大潜力来补充或取代面授教学。然而，在线学习存在一些缺点，比如缺乏课堂环境互动以及难以追踪学生的参与度和参与情况。在本研究中，开发了一个实时虚拟课堂来辅助学生的学习活动。报告了这些实时视频课程在学生和教师方面的有效性，以及在高等教育机构中促进其实施的变量。本研究中出现的一个更重要的发现是，教师们觉得很方便，因为他们可以通过研究学生的实时视频讲座轻松检查课程参与者的理解情况。第二个主要发现是，学生在提问而不干扰教师授课的同时，对在线学习感到满意。此外，同龄人也可以为他们提供更多专业知识。然而，教学过程变得动态化，要求教育工作者密切关注。课程参与者在其他人面前时也会感到焦虑。此外，教师和学生都需要在技术方面高度自给自足。
