Mind the gap: the reality of remote learning during COVID-19
Mind the gap: the reality of remote learning during COVID-19
复制标题
注意差距：COVID-19 期间远程学习的现实
DOI：
10.1108/arj-09-2020-0303
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发表时间：
2021
影响因子：
1.9
通讯作者：
Kate Hogarth
中科院分区：
文献类型：
--
作者：
S. Osborne;Kate Hogarth
目的
学生、教职员工和大学通过规划和社区意识蓬勃发展并充分发挥潜力。在短短几周内，COVID-19 瓦解了数月的计划，分离了大学社区，并将高等教育转向远程学习。这就造成了三角期望与绩效差距，即如何合理实施以支持学生学习、支持教育工作者和提供持续的社区意识。本文的目的是考虑教育工作者如何实施策略来缩小由 COVID-19 远程学习造成的期望差距。
设计/方法论/途径
作者通过 COVID-19 之前的教学策略和教学方法考虑了期望差距，然后概述了我们如何将其修改为 COVID-19 教学方法和设计。
研究结果
作者发现，尽管大学管理人员、学生和教职员工之间的期望不同，但教育工作者可以采取多种途径来缩小期望差距，促进互动和参与，同时在困难时期温和地鼓励学生自我驱动的学习。
原创性/价值
实践范例确定了教育者可以采取的步骤，作为学生学习者在远程学习环境中接受和控制自己的教育的支持机制，并传达保持归属感的重要性。这为教育工作者创造了更好的教学环境，也为学生创造了更好的学习环境。
Purpose
Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of planning, separated the university community and shifted tertiary education to remote learning. This created a triangulated expectations–performance gap as to what could be reasonably implemented to support student learning, support educators and provide a continued sense of community. The purpose of this paper is to consider how educators could implement strategies to close the expectations gap created by COVID-19 remote learning.
Design/methodology/approach
The authors consider the expectations gap through pre-COVID-19 pedagogical strategies and teaching methods, then outline how we modified them into COVID-19 teaching approaches and designs.
Findings
The authors found that although expectations differ between university administration, students and faculty staff, there are a number of paths educators can take to close the expectations gap, facilitate interaction and engagement while gently encouraging self-driven student learning in a difficult time.
Originality/value
The practical exemplars identify steps educators can take as support mechanisms for student learners to embrace and take control of their own education in the remote learning environment and convey the importance of maintaining a sense of belonging. This creates an improved teaching environment for educators and an enhanced learning environment for students.
影响因子：
10.3
作者：
Bao, Wei
通讯作者：
Bao, Wei