Flexible but languishing: What we’ve learned about virtual working and learning
Flexible but languishing: What we’ve learned about virtual working and learning
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灵活但日渐衰弱：我们对虚拟工作和学习的了解
DOI：
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发表时间：
2021
影响因子：
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通讯作者：
Ann D. Thompson
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文献类型：
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作者：
Denise L. Lindstrom;Denise A. Schmidt;Ann D. Thompson
大约一年前，我们写了一篇关于信息技术与教师教育协会（STIE）会议迅速转向完全虚拟会议的专栏文章。在该专栏中，我们重点介绍了虚拟会议的好处，包括增加教师参加会议的机会，减少教师旅行的碳足迹，减少旅行疲劳。然而，随着疫情的蔓延，“变焦疲劳”的报告和与“憔悴”相关的感觉出现在教师会议、委员会和课程工作中，而建议最经常是在在线同步环境中进行的。心理学家亚当·格兰特在《纽约》的最新专栏文章中详细描述了这种痛苦的经历，这种痛苦是为了生活而出现的，但生活却没有目的和目标。许多人似乎认同这种萎靡不振的感觉，它很快就成为一个术语，用来描述在Zoom和同步学习情况下花费太多时间的常见结果。因为据预测，虚拟和远程工作和学习将变得越来越普遍，所以我们必须利用流行病的经验来帮助确定异步和同步学习的最佳做法，以避免倦怠、脱离接触和萎靡不振的感觉。虽然同步通常被认为是一种更吸引人和更理想的课程交付模式，但研究表明，异步通信可以提高一个人处理信息的能力（Hrastinski，2009）。此外，尽管人们认为同步学习会产生更强的社区意识，但在COVID-19大流行期间进行的一项研究发现，学生在异步在线课程中报告了更强的社区意识。这项研究的结果表明，由于异步课程提供了更大的灵活性，允许学生随时随地学习，他们能够选择一个他们拥有最多情感支持的环境（Lin & Gao，2020）。这些研究结果表明，异步学习方法可能有更多的潜力，以减轻憔悴的影响比同步学习。此外，虽然学生报告了同步和异步学习环境中的挑战，例如在同步课程中被同学分心或在异步在线课程中感到社交孤立，（Lin & Gao，2020），非同步课程的学生报告说，指导并受益于能够反复观看录像带讲座，并使用视频的暂停功能来花费搜索所需的时间，回答他们自己的问题，然后再继续录音。鉴于异步学习的可供性，在整个疫情期间，我们看到通过播客和网络研讨会为人们提供及时灵活的学习体验的自主学习机会迅速增加，这并不奇怪。教育工作者还了解到，吸引人的内容比座位时间更重要（Kennedy & Rose，2021）。虽然教育工作者经常计划足够的活动，让学生从铃到铃忙碌忙碌的课程，但很明显，学生无法维持每天超过4-6小时的Zoom。因此，教育工作者开始专注于在座位时间上参与内容。例如，教育工作者越来越多地开始使用协作工具，如分组讨论室，让学生参与小组工作或提供同伴反馈，并发展了团队学习
Almost a year ago we wrote a column about the Society for Information Technology and Teacher Education (STIE) conference’s rapid pivot to an entirely virtual conference. In that column we focused on the benefits of virtual conferences that included expanded opportunities for faculty to attend conferences, decreased carbon footprint of faculty travel, and reduced travel fatigue. However, as the pandemic wore on reports of “Zoom fatigue” and feelings associated with “languishing” emerged as faculty meetings, committee and course work, and advising took place most often in online synchronous settings. Psychologist Adam Grant’s latest op-ed for The New York Times details the experience of languishing as showing up for life but living without purpose and aim. Many seemed to identify with the feeling of languishingand it has quickly become a term used to describe a common outcome of too much time on Zoom and in synchronous learning situations. Because it is predicted that virtual and remote work and learning will become increasingly common, it is critical that we use pandemic experiences to help identify best practices for asynchronous and synchronous learning to avoid burnout, disengagement, and feelings of languishment. Although synchronous is often considered a more engaging and desired course delivery mode, research indicates that asynchronous communication can increase a person’s ability to process information (Hrastinski, 2009). Additionally, despite perseptions that synchronous learning creates a stronger sense of community, one study conducted during the COVID-19 pandemic found that students reported a stronger sense of community in asynchronous online courses. Findings from this study show that because asynchronous classes provide greater flexibility by allowing students to learn anytime and anywhere, they are able to choose an environment in which they have the most emotional support (Lin & Gao, 2020). These findings indicate that asynchronous learning approaches may have more potential for alleviating the languishing effect than synchronous learning. Additionally, while students report challenges in both synchronous and asynchronous learning environments such as being distracted by classmates in synchronous classes or feeling socially isolated in asynchronous online classes (Lin & Gao, 2020), students in asynchronous courses reported being more self-directed and benefited from being able to watch a videotaped lecture repeatedly and using the pause feature of video to take the time needed to search for answers to their own questions before moving forward with the recording. Given asynchronous learning affordances it is not surprising that throughout the pandemic we saw a rapid increase in self-directed learning opportunities through podcasts and webinars that provided people with just-in-time flexible learning experiences. Educators have also learned that engaging content is more important than seat time (Kennedy & Rose, 2021). While educators often plan lessons with enough activities to keep students busy from bell to bell it became clear that students could not sustain being on Zoom more than 4-6 hours a day. Therefore, educators began to focus on engaging content over seat time. For example, educators increasingly began to use collaborative tools such as breakout rooms to keep students engaged in small group work or provide peer feedback and developed team learning