COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses
COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses
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DOI：
10.1177/0092055x20954263
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发表时间：
2020-10
影响因子：
2.2
通讯作者：
Krull LM
中科院分区：
文献类型：
--
作者：
Gillis A;Krull LM
COVID-19疫情迫使所有面对面的大学课程过渡到远程教学。本文探讨了过渡中使用的教学技术，学生对这些技术的有效性/享受/可访问性的看法，学生面临的障碍，由于过渡，种族/阶级/性别不平等的经验，这些障碍。我们在介绍课程中使用了两位教师（作者）的调查，以比较学生对我们的过渡和他们在其他课程中的过渡的反应。我们发现，教师使用哪种教学技术不如他们如何为学生学习实施它重要。虽然在享受和可访问性之间存在权衡，但教师可以使用技术来增加交互式格式的可访问性。互联网和技术障碍非常普遍，即使是对那些没有预料到问题的学生来说也是如此。大多数学生在学习上遇到了大流行带来的障碍，包括分心、焦虑增加和动力不足，尤其是非白人、女性和第一代大学生。
The COVID-19 pandemic forced all face-to-face college courses to transition to remote instruction. This article explores instructional techniques used in the transition, student perceptions of effectiveness/enjoyment/accessibility of those techniques, barriers that students faced due to the transition, and race/class/gender inequality in experiencing those barriers. We used surveys in introductory courses by two instructors (the authors) to compare students’ reactions to our transitions and the transitions in their other courses. We found that which instructional technique instructors use is less important than how well they implement it for student learning. Although there is a tradeoff between enjoyment and accessibility, instructors can use techniques to increase accessibility of interactive formats. Internet and technology barriers were extremely common, even for students who did not anticipate problems. Most students experienced barriers to their learning due to the pandemic, including distractions, increased anxiety, and feeling less motivated, especially for nonwhite, female, and first-generation college students.