Austrian College Students' Experiences With Digital Media Learning During the First COVID-19 Lockdown.
Austrian College Students' Experiences With Digital Media Learning During the First COVID-19 Lockdown.
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DOI：
10.3389/fpsyg.2022.734138
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发表时间：
2022
影响因子：
3.8
通讯作者：
Ortner C
中科院分区：
文献类型：
--
作者：
Kovacs C;Jadin T;Ortner C
于二零二零年，COVID-19疫情迫使多个国家关闭学校及大学，令教师及学生面临100%远程学习的新挑战。为了探索转向完全远程学习如何代表与以前的教学的突破，我们询问了奥地利学生（n = 874，65%女性，34%男性），他们在第一次电晕封锁之前和期间使用了哪些数字媒体，以及他们希望在未来使用哪些工具。学生们还报告了他们对在线学习的态度和经验。结果显示，学生使用某些工具，如视频，音频，电子评估和网络会议系统，在锁定期间比以前更频繁。他们对传统数字媒体的使用，如电子邮件、社交通讯工具，如聊天或在线论坛，以及其他互动工具，如维基或教育游戏，几乎没有改变。他们对多媒体学习的态度与他们的媒体使用呈正相关。在他们的开放式回答（n = 137），学生确定在线学习的优势（灵活性和自我导向的学习），以及缺点（有限的社会互动）和挑战（动机和自律）。作为一个群体，他们还明确表示倾向于未来在线和离线教学的平衡结合。然而，个别学生确实更喜欢完全在线或离线的学习模式，这取决于他们的个人情况和教育目标。我们认为这是对研究人员和教育工作者的一个呼吁，要求他们探索如何将在线学习和面对面学习的优势最好地结合起来，以满足组织，学生和教师在未来“电晕后”不断变化的需求和期望。
In 2020, the COVID-19 pandemic forced many nations to shut-down schools and universities, catapulting teachers and students into a new, challenging situation of 100% distance learning. To explore how the shift to full distance learning represented a break with previous teaching, we asked Austrian students (n = 874, 65% female, 34% male) which digital media they used before and during the first Corona lockdown, as well as which tools they wanted to use in the future. Students additionally reported on their attitudes and experiences with online learning. Results showed that students used certain tools, such as video, audio, e-assessments, and web conferencing systems, much more often during lockdown than they had before. Their use of classic digital media, such as e-mail, social communication tools, such as chat or online forums, and other interactive tools, such as wikis or educational games, hardly changed at all. Their attitudes toward multimedia learning were positively related to their media use. In their open responses (n = 137), students identified advantages of online learning (flexibility and self-directed learning), as well as disadvantages (limited social interaction) and challenges (motivation and self-discipline). As a group, they also expressed a clear preference for a balanced combination of online- and offline teaching in the future. However, individual students did prefer fully online or offline learning modes, depending on their personal circumstances and educational goals. We view this as a call to researchers and educators alike to explore ways in which the advantages of online and face-to-face learning can best be combined to meet the changed needs and expectations of organizations, students, and teachers in a future “after Corona.”
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影响因子：
5.5
作者：
Gopal R;Singh V;Aggarwal A
通讯作者：
Aggarwal A
DOI：
10.3390/ijerph17186468
发表时间：
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影响因子：
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10.1016/j.ijedro.2020.100011
发表时间：
2020-01-01
影响因子：
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作者：
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通讯作者：
Patricia Aguilera-Hermida, A
影响因子：
11.7
作者：
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通讯作者：
Jo, Kihyun