Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland
Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland
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DOI：
10.1080/03323315.2021.1917444
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发表时间：
2021-05-04
影响因子：
1.7
通讯作者：
Ni Chorcora, Eilis
中科院分区：
文献类型：
--
作者：
Bray, Aibhin;Banks, Joanne;Ni Chorcora, Eilis
2019冠状病毒病学校关闭对儿童和年轻人的影响是巨大的，研究表明，它对来自社会经济不利地区的学生产生了不成比例的负面影响。随着向远程教育的转变，对确保课程继续“覆盖课程”的关注几乎没有留下考虑学生如何参与学习或影响他们参与的因素的空间。本文旨在研究爱尔兰二级学校在2019冠状病毒病学校关闭期间，师生关系以及在线教学和学习模式对学生参与度的影响程度。本文使用两项研究的数据，提供了深入了解学校关闭的教师经验，并更集中地看待在社会经济不利地区上学的二级学生的经验。调查结果强调了两件事：首先，教师和学生之间有意义的联系对于学生参与远程学习很重要，特别是对于面临教育劣势风险的学生。第二，如果教师采用创新的教学方法，并鼓励发展学生的关键技能，学生的参与度就会提高。本文及时提醒学生参与关系的重要性，特别是在危机时期。
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. This paper aims to examine the extent to which student-teacher relationships, and modes of online teaching and learning, impacted on student engagement during Covid-19 school closures in Irish second-level schools. Using data from two research studies, this paper provides insights into the teacher experience of school closures and a more focused view of the experiences of second-level students attending schools in areas of socio-economic disadvantage. The findings highlight two things: firstly, that meaningful connection between teachers and students matters for student engagement in remote learning, particularly for students at risk of educational disadvantage. Secondly, where teachers use innovative teaching and learning methods and encourage the development of students' key skills there is increased student engagement. This paper acts as a timely reminder of the importance of relationships in student engagement especially during periods of crisis.