Banerjee Sanchayan, Jambrina-Canseco Beatriz, Brundu-Gonzalez Benjamin, Gordon Claire, Carr Jenni
Institute for Environmental Studies, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
London School of Economics and Political Science, London, UK.
Humanit Soc Sci Commun. 2023;10(1):232. doi: 10.1057/s41599-023-01691-1. Epub 2023 May 12.
We designed and administered an online survey experiment to 444 educators in a large social sciences university in the United Kingdom to evaluate their perceptions on the effectiveness of online teaching methods. We find that a nudge, designed to inform educators about the benefits of online teaching, does not improve the personal evaluations of educators in our sample ( = 142, = 142) about this new mode of teaching. Overall, most respondents in our sample report being comfortable with online teaching methods and think this form of teaching can continue to have some positive impact. Nonetheless, they do not favour any further online transition away from traditional modes of teaching. Online teaching is largely perceived by a majority of these educators to negatively affect student well-being and their overall university experience. We call for more experimental research in higher educational settings to evaluate the role of in improving the uptake of online teaching tools.
我们针对英国一所大型社会科学大学的444名教育工作者设计并开展了一项在线调查实验，以评估他们对在线教学方法有效性的看法。我们发现，旨在告知教育工作者在线教学益处的一种助推措施，并未改善我们样本中（(n = 142)，(n = 142)）教育工作者对这种新教学模式的个人评价。总体而言，我们样本中的大多数受访者表示对在线教学方法感到满意，并认为这种教学形式可以继续产生一些积极影响。尽管如此，他们并不赞成进一步从传统教学模式向在线教学模式转变。这些教育工作者中的大多数人在很大程度上认为在线教学会对学生的幸福感及其整体大学体验产生负面影响。我们呼吁在高等教育环境中开展更多实验研究，以评估……在提高在线教学工具采用率方面的作用。
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