Bruggeman Bram, Garone Anja, Struyven Katrien, Pynoo Bram, Tondeur Jo
Multidisciplinary Institute for Teacher Education, Vrije Universiteit Brussel, Pleinlaan 9, Brussels 1050, Belgium.
Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Vrije Universiteit Brussel, Brussels, Belgium.
Comput Educ Open. 2022 Dec;3:100095. doi: 10.1016/j.caeo.2022.100095. Epub 2022 Jun 30.
Due to the COVID-19 pandemic, universities across the world radically shifted to emergency remote teaching. Since then, many universities have moved forward considerably and many lessons were learned in the area of online education. The aim of this qualitative study is to investigate how university teachers in a Belgian university experienced online education since the start of the pandemic and what exactly influences their experiences with online education. Six online focus groups (with thirty-two lecturers) revealed both enthusiasm and stress, and six tension fields that influenced their experiences with online education during COVID-19: (1) connection with students, (2) connection with colleagues, (3) digital opportunities and threats for students' learning processes (online student feedback, online interaction, structured learning materials, flexibility in time and space), (4) changing teacher roles, (5) tension due to time pressure and (6) support issues. Every tension field contains both opportunities and threats for online education, which can inform practitioners of online education in the future of university education.
由于新冠疫情，世界各地的大学彻底转向了应急远程教学。从那时起，许多大学取得了长足进展，在在线教育领域也吸取了许多经验教训。这项定性研究的目的是调查自疫情开始以来，比利时一所大学的教师如何体验在线教育，以及究竟是什么影响了他们的在线教育体验。六个在线焦点小组（共有32位讲师）揭示了热情和压力，以及在新冠疫情期间影响他们在线教育体验的六个矛盾领域：（1）与学生的联系；（2）与同事的联系；（3）学生学习过程中的数字机遇与威胁（在线学生反馈、在线互动、结构化学习材料、时间和空间上的灵活性）；（4）教师角色的转变；（5）时间压力导致的紧张；（6）支持问题。每个矛盾领域都包含了在线教育的机遇和威胁，这可以为大学教育未来的在线教育从业者提供参考。
