Challenges for Distance Learning and Online Collaboration in the Time of COVID-19: Interviews with Science Teachers
Challenges for Distance Learning and Online Collaboration in the Time of COVID-19: Interviews with Science Teachers
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COVID-19 时期远程学习和在线协作面临的挑战：科学教师访谈
DOI：
10.1007/978-3-030-58157-2_9
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发表时间：
2020
影响因子：
5.2
通讯作者：
L. Siiman
中科院分区：
文献类型：
--
作者：
Meeli Rannastu;L. Siiman
许多关于远程学习和在线协作的研究来自高等教育或成人学习者环境。对参与远程指导青少年的学校教师的经验和挑战知之甚少。为应对新型冠状病毒（COVID-19）大流行，爱沙尼亚政府下令全国学校关闭，并设立了一个临时的远程学习期。这种突然转向在线教育的做法出乎意料，需要学校老师迅速调整。在这项研究中，我们采访了五名中学科学教师约5周后，学校关闭开始。先前的研究表明，即使在正常时间，保持青少年对科学研究的兴趣也是一项挑战。我们的目的是找出科学教师如何适应他们的教学在前所未有的教育中断的时候，他们遇到了什么挑战，以及他们在多大程度上应用协作学习的做法。所有教师都报告使用视频会议工具与学生进行同步交流。此外，他们都报告使用学校学习管理系统来分享信息。然而，没有一位教师认为远程学习的情况有利于支持协作学习。我们讨论了教师所提到的主要挑战和一些在线协作技术和实践的设计和开发的影响。我们的研究结果强调，与青少年建立认知，社交和教学的存在似乎是远程学习的主要挑战。在建立社会存在的困难显然是一个特别严重的障碍，学校科学教师，以促进合作的距离。
Much of the research about distance learning and online collaboration comes from higher education or adult learner contexts. Less is known about the experiences and challenges of school teachers involved in instructing young teenagers remotely. In response to the coronavirus (Covid-19) pandemic, the government of Estonia ordered national school closures and established a temporary period of distance learning. This sudden move to online education was unexpected and required school teachers to quickly adjust. In this study, we interviewed five middle school science teachers about 5 weeks after the start of school closures. Prior research indicates that even during regular times, maintaining teenagers’ interest for science studies is challenging. Our aim was to find out how science teachers had adapted their teaching at a time of unprecedented educational disruption, what challenges they encountered and to what extent they applied collaborative learning practices. All of the teachers reported using video conferencing tools to engage in synchronous communication with students. In addition, they all reported using school learning management systems to share information. However, none of the teachers felt that the distance learning situation was conducive to supporting collaborative learning. We discuss the main challenges mentioned by teachers and some of the implications for the design and development of online collaborative technologies and practices. Our findings highlight that establishing cognitive, social and teaching presence with young teenagers appears to be the main challenge for distance learning. Difficulty in establishing social presence was apparently a particularly serious barrier for school science teachers to promote collaboration at a distance.