ABSTRACT

The majority of Australian students learned remotely in term two (April–June 2020), in response to state government directives to close schools during the ‘first wave’ of Covid-19. This created myriad challenges for students, teachers and parents. Accordingly, this study seeks to capture these multiple perspectives of the remote learning experience. Forty interviews were conducted at the end of term two, with students, teachers and parents. The findings represent an integrated framework for engagement in the context of remote education. Engaging students was a top priority for teachers – albeit students felt less engaged with teachers. Student–peer engagement varied considerably. Lack of social interaction was a challenge for many students. Parents remained pragmatic, but largely unengaged with teachers. For the most part, students found online learning to be less personalised. While the pandemic has expedited emergency technology adoption in schools, this is not equivalent to the purposeful integration of technology over time.

摘要

大多数澳大利亚学生在第二学期（2020年4月至2020年6月）进行了远程学习，以响应州政府的指示，要求在Covid-19的“第一波”中关闭学校。这给学生，老师和父母带来了无数挑战。因此，本研究试图捕捉远程学习经验的这些多个观点。在第二学期末，与学生，老师和父母进行了40次面试。调查结果代表了参与远程教育的综合框架。与学生互动是老师的头等大事-尽管学生感到与老师的互动较少。学生与同学之间的参与度差异很大。缺乏社交互动是许多学生面临的挑战。父母仍然务实，但基本上不与老师接触。在大多数情况下，学生发现在线学习不太个性化。尽管该流行病加速了学校中应急技术的采用，但这并不等同于随着时间的推移有目的地整合技术。