Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period
Students’ Perspective on Remote On-Line Teaching and Learning at the University of Latvia in the First and Second COVID-19 Period
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拉脱维亚大学学生对第一和第二个COVID-19时期远程在线教学的看法
DOI：
10.3390/su132111890
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发表时间：
2021
期刊：
影响因子：
3.9
通讯作者：
Alise Oļesika
中科院分区：
文献类型：
--
作者：
S. Baranova;Dita Nīmante;Daiga Kalnina;Alise Oļesika
2020年春，由于新冠肺炎的快速传播，包括拉脱维亚大学(UL)在内的拉脱维亚所有教育机构都从面对面的现场学习过渡到远程学习。在秋季进行了短暂的面对面现场学习后，UL于11月第二次重返远程学习。本文调查了首届和第二届新冠肺炎期间UL学生对UL远程教学的看法。这项研究评估了远程学习组织的几个方面，包括教师和学生的数字技能，他们在学习过程中获得信息和支持的机会，学习过程的计划和实施，以及学生对内容的获取。这项研究使用的是2020年春季学期设计的原始问卷。第一份问卷中的七个问题包括在2021年春季学期发放的另一份后续调查问卷中。2020年春季学期的2248名UL学生和2021年春季学期的742名学生参加了这项研究，他们代表了所有学习水平的13个学院。调查回答是通过QuestionPro调查平台收集的，然后下载到IBM SPSS28文件中进行可靠性检查。接下来，使用Microsoft Excel 2016对每个上报的调查项目进行描述性统计分析。这里提供的研究表明，总的来说，当比较第一和第二个新冠肺炎期间时，学生在远程学习过程组织的几乎所有调查方面都感觉到了积极的改善，这可能表明学生和大学讲师在受到CoVID环境的影响时具有一定的复原力。然而，结果显示，在一年的时间里，学生们已经发展出了一种更现实的方法来评估他们的数字技能。这些结果使我们相信，远程在线学习不仅是一个短期的解决方案，而且可以成为长期提供优质教育的一个有价值的因素。这可能表明大学的学生和讲师已经为未来新的和可持续的高等教育学习组织解决方案做好了准备。
In Spring 2020, due to the rapid spread of COVID-19, all educational institutions in Latvia, including the University of Latvia (UL), transitioned from face-to-face on-site learning to remote learning. After a short period of face-to-face on-site learning in autumn, UL returned to remote learning in November for the second time. This paper investigates the UL students’ perspectives on remote teaching and learning at the UL during the first and second COVID-19 periods. The research assesses several remote study organization aspects, including the lecturer’s and student’s digital skills, their access to information and support during the study process, planning and implementation of the study process, and students’ acquisition of the content. The study used an original questionnaire designed in the Spring 2020 semester. Seven questions from the first questionnaire were included in another follow-up questionnaire distributed in the Spring 2021 semester. A total of 2248 UL students from the Spring 2020 semester and 742 students from the Spring 2021 semester participated in the study, representing 13 faculties across all study levels. The survey responses were collected via a QuestionPro survey platform and then downloaded into an IBM SPSS 28 file for a reliability check. Next, descriptive statistical analyses were conducted for each reported survey item using Microsoft Excel 2016. The research presented here implies that, in general, students perceive positive improvements in almost all the investigated aspects of the organization of the remote study process when comparing the first and second COVID-19 periods, which could indicate a certain level of resilience in students and university lecturers when subject to COVID circumstances. However, the results reveal that students have, in one year, developed a more realistic approach in assessing their digital skills. The results lead us to believe that remote on-line learning is not just a short-term solution but could become a valuable element for providing qualitative education in the long term. It could indicate that the students and lecturers at university are ready for new and sustainable higher education study organization solutions in the future.