Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations
Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations
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DOI：
10.3390/soc10040086
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发表时间：
2020-12-01
期刊：
影响因子：
2.1
通讯作者：
Guzzo, Tiziana
中科院分区：
文献类型：
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作者：
Ferri, Fernando;Grifoni, Patrizia;Guzzo, Tiziana
该研究的目的是根据COVID-19紧急情况的经验来分析紧急远程教学的机遇和挑战。定性研究方法分为两个步骤。第一步，对来自不同部门和国家的国际专家进行了在线讨论论坛进行了主题分析。在第二步（意大利案例研究）中，分析了来自次要在线资源的数据和舆论领导者的声明，包括网络文章，统计数据和立法。结果揭示了几种技术，教学和社会挑战。技术挑战主要与互联网连接的不可靠性以及许多学生缺乏必要的电子设备有关。教学挑战主要与教师和学习者缺乏数字技能，缺乏结构化内容与丰富的在线资源，学习者缺乏互动和动力以及教师缺乏社交和认知存在（构建能力的能力）通过在调查社区中持续的沟通来含义）。社会挑战主要与教师与学生之间以及后者之间缺乏人类互动有关，在家中缺乏身体空间来接受课程以及缺乏经常在同一空间远程工作的父母的支持。基于从全球紧急情况中学到的经验教训，提出的挑战和提议要面对这些相同的挑战，这些挑战应该是有时已经实施的。
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students' lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers' and learners' lack of digital skills, the lack of structured content versus the abundance of online resources, learners' lack of interactivity and motivation and teachers' lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.