Online learning and COVID-19: a meta-synthesis analysis.
Online learning and COVID-19: a meta-synthesis analysis.
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DOI：
10.6061/clinics/2020/e2286
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Gemperli R
中科院分区：
文献类型：
--
作者：
Camargo CP;Tempski PZ;Busnardo FF;Martins MA;Gemperli R
2019冠状病毒病（COVID-19）大流行要求迅速从现场学习流程转向电子学习流程。与计划中的电子学习项目不同，医学院不得不使用远程策略快速提供整个医学课程。本研究旨在对以往的大流行情况进行综合分析，并描述<s:1>圣保罗大学医学院的经验。我们检索了Cochrane Central Register of Controlled Trials、Medline、EMBASE、Lilacs、Scopus、Web of Science和ERIC，使用了以下关键词：（“SARS”或“严重急性呼吸综合征”或“严重急性呼吸综合征”或“中东呼吸综合征冠状病毒”或“中东呼吸综合征*”或“中东呼吸综合征*”或“中东呼吸综合征*”或“中东呼吸综合征*”或“Mers - cov *”或“冠状病毒”或“冠状病毒感染”或“冠状病毒*”或“COVID-19”或“2019-nCoV”或“SARS- cov -2”）)和(“在线教育”或“教育”，“远程”或“电子学习”或“在线课程”或“翻转课堂”)和（“封锁”或“社交距离”或“隔离”）。终点是用于在线学习的在线平台、课堂模式、录制与在线互动、在线讲座的持续时间，以及学生和教师对在线学习的看法。我们检索了38条记录；只有7篇文章研究了与大流行和社交距离规则相关的在线教育方法。最常用的在线平台是Zoom®。这些研究考察了同步和异步两种方法。没有证据表明持续时间与学生和教师的态度有关。本研究表明，网络学习的转变是可行的；然而，由于教育转移（大流行）的性质，未来的研究必须进一步分析教育结构。
The COVID-19 pandemic demanded a quick shift from presential to e-learning processes. Unlike planned e-learning programs, medical schools have had to quickly deliver the entire medical curriculum using remote strategies. This study aimed to perform a meta-synthesis of previous pandemic situations and describe the experience of the São Paulo University School of Medicine. We searched the Cochrane Central Register of Controlled Trials, Medline, EMBASE, Lilacs, Scopus, Web of Science, and ERIC, using the following keywords: (“SARS” OR “severe acute respiratory syndrome” OR “severe acute respiratory syndrome” OR “Middle East Respiratory Syndrome Coronavirus” OR “middle east respiratory syndrome*” OR “MERS-CoV” OR “Mers” OR “Middle Eastern Respiratory Syndrome*” OR “MERS-CoV*” OR “coronavirus” OR “Coronavirus Infections” OR “coronavirus*” OR “COVID-19” OR “2019-nCoV” OR “SARS-CoV-2”) AND (“online education” OR “Education, Distance” OR “e-learning” OR “course online” OR “flipped classroom”) AND (“lockdown” OR “social distance” OR “quarantine”). The endpoints were the online platforms used for online learning, the model of class, recorded versus online interaction, duration of online lectures, and students' and teachers' perceptions of online learning. We retrieved 38 records; only seven articles studied online education methods related to the pandemic and social distancing rules. The most frequently used online platform was Zoom®. The studies examined both synchronous and asynchronous approaches. There was no evidence regarding duration and students’ and teachers' attitude. This study suggests that the online learning shift was feasible; however, because of the nature of the education shift (pandemic), future studies must further analyze the educational structure.
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