Effectiveness of Webinars and Online Workshops during the COVID-19 Pandemic
Effectiveness of Webinars and Online Workshops during the COVID-19 Pandemic
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COVID-19 大流行期间网络研讨会和在线研讨会的有效性
DOI：
10.2139/ssrn.3691590
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
S. Poddar
中科院分区：
文献类型：
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作者：
Ramakanta Mohalik;S. Poddar
COVID-19疫情迫使全国所有教育机构关闭。但我们不能停止学习和分享知识。因此，本文件旨在研究网络研讨会及线上工作坊于COVID-19疫情期间的成效。使用在线调查方法收集了来自印度各地和不同机构的210名受访者的数据。采用目的抽样技术。研究者采用自制问卷，问卷包括开放式和封闭式两种。研究人员将分析部分分为以下几个部分：参与者的准备和目的，组织方面，资源人员的效率，教学设计和交付，学习结果/反馈以及受访者对在线课程的反思。该研究表明，ICT工具和应用程序的先决知识（86%）和主题的先决知识对于理解在线课程非常重要。大多数受访者表示，他们根据自己的专业参加了在线课程（76%）。但长时间的节目会让人感到无聊（68%）。研究发现，地理位置和互联网连接是主要问题。研究表明，组织者在网上登记、选择主题、按时提供电子证书以及向与会者分发专家的幻灯片和学习材料等方面工作良好。但从组织者的角度来看，一个环洞是技术困难（64%）。该研究报告称，71%的受访者表示，资源人员必须同时具备内容和技术技能。42%的受访者认为资源人员具有内容知识，但他们不具备技术技能。积极的一面是，顾问们借助幻灯片进行讲座（74%）。这项研究的显著之处在于，81%的受访者同意通过这项在线计划在后疫情时代改革教育体系。在线课程的其他一些积极方面是：预算友好（56%），协作和基于讨论的学习（67%），参与者可以在专业领域使用所学知识（81%），准备和提交任务很容易（59%），实用和基于技能的科目可以有效学习（53%）。文件亦讨论受访者参加的网上课程名称、学习的重点、在封锁期内从课程中发展的新技能、日后希望学习的重要课题，以及对日后网上课程的一些建议。最后，本研究对参与者、组织者、课程设计者、政府和教育机构提出了一些建议，以改善和顺利运行在线课程。
COVID-19 pandemic force to shut down all the educational institutes across the country. But we cannot stop our learning and sharing our knowledge. Thus, the purpose of this paper is to study the effectiveness of webinars and online workshops during the COVID-19 pandemic. Online survey method was used to collect the data from 210 respondents across India and from different institutes. Purposive sampling technique was used. Researchers have used self-made questionnaire with both open ended and close ended questions. Researchers have divided the analysis section into sub-sections like: readiness and purpose of participants, organizational aspects, efficiency of resource persons, instructional design and delivery, learning out comes/feedback and the respondents’ reflection on online programs. The study revealed that pre-requisite knowledge of ICT tools and applications (86%) and pre-requisite knowledge of themes are very important to understand online programmes. Majority of the respondents said that they have attended the online programme as per their specialization (76%). But long duration programme creates boredom (68%). It is found that geographical location and internet connectivity are the major problems. The study revealed that organizers are working well in the ground of the online registration, selection of the theme, providing e-certificate on time and circulation of the power-point presentation and learning materials of the resource person to the participants and many more. But a loop hole is the poor technical difficulties from organizers side (64%). The study has reported that 71% of the respondents said, resource persons must have both content and technological skills. 42% respondents have accepted that resource persons have content knowledge but they do not have technological skills at per. The positive side is that resource persons give lectures with the help of power point presentations (74%). The remarkable part of the study is that 81% of the respondents have agreed with the transform of the education system in the post pandemic era through this online programme. Some other positive sides of online programmes are; budget friendly (56%), collaborative and discussion-based learning (67%), participants can use the learnt knowledge in the professional field (81%), preparing and submitting the tasks are easy (59%), practical and skill-based subjects can learn effectively (53%). The paper also discussed about the title of the online programme attended by the respondents, important points learned, new skills developed from the programmes during the lock down period, important themes want to learn in future and some of the suggestions for future online programmes. The study ends with giving some suggestions to the participants, organizers, curriculum planners, government and the educational institutes for improvement and smooth running of the online programmes.