当前位置: X-MOL 学术J. Educ. Comput. Res. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Facilitating Emergency Remote K-12 Teaching in Computing-Enhanced Virtual Learning Environments During COVID-19 Pandemic - Blessing or Curse?
Journal of Educational Computing Research ( IF 4.0 ) Pub Date : 2021-02-09 , DOI: 10.1177/0735633121992781
Tamar Shamir-Inbal 1 , Ina Blau 1
Affiliation  

This study explored teacher experience in leading Emergency Remote Teaching (ERT) in K-12 and conducting blended synchronous and asynchronous instruction during the COVID-19 pandemic. The study’s purpose was to understand the pedagogical, technological, and organizational challenges and benefits of computing-enhanced digital learning environments, and to explore teachers' pedagogical strategies. This study employed a qualitative research paradigm using nation-wide, online samples, which included 133 elementary and secondary school teachers from Hebrew-speaking and Arabic-speaking schools in Israel. Participants were asked to share their perspectives and experiences of ERT through open-ended questions in an online questionnaire. The bottom-up analysis of the data, based on the Grounded Theory approach, yielded 1,822 statements reflecting teachers' perceptions of pedagogical, technological, and organizational challenges (N = 580) and benefits of ERT (N = 827). The analysis also revealed a variety of pedagogical distance learning strategies used by teachers (N = 415). The study raises the need to turn a curse into a blessing by incorporating the experience of remote technology-enhanced learning and online activities into the school agenda on a regular basis. Thus, teachers and students would develop important digital competencies and be prepared for the next emergency event. The implications of our findings for educational theory and practice of educational computing are discussed.



中文翻译:

在COVID-19大流行期间,在计算增强型虚拟学习环境中促进紧急远程K-12教学吗?是福还是祸?

这项研究探索了领导K-12中紧急远程教学(ERT)以及在COVID-19大流行期间进行同步和异步混合教学的教师经验。这项研究的目的是了解计算机,数字化学习环境在教学,技术和组织方面的挑战和好处,并探索教师的教学策略。这项研究采用了定性研究范式,使用了全国范围的在线样本,其中包括来自以色列希伯来语和阿拉伯语学校的133名中小学教师。要求参与者通过在线问卷中的开放性问题来分享他们对ERT的看法和经验。根据扎根理论方法对数据进行的自下而上的分析得出了1,822条陈述反映了教师对教学,技术和组织方面的挑战(N = 580)和ERT的好处(N = 827)的理解。分析还揭示了教师使用的各种教学远程学习策略(N = 415)。这项研究提出了通过将远程技术增强型学习和在线活动的经验定期纳入学校议程来将诅咒化为福的必要。因此,教师和学生将发展重要的数字能力,并为下一次紧急事件做好准备。讨论了我们的发现对教育理论和教育计算实践的意义。分析还揭示了教师使用的各种教学远程学习策略(N = 415)。这项研究提出了通过将远程技术增强型学习和在线活动的经验定期纳入学校议程来将诅咒化为福的必要。因此,教师和学生将发展重要的数字能力,并为下一次紧急事件做好准备。讨论了我们的发现对教育理论和教育计算实践的意义。分析还揭示了教师使用的各种教学远程学习策略(N = 415)。这项研究提出了通过将远程技术增强型学习和在线活动的经验定期纳入学校议程来将诅咒化为福的必要。因此,教师和学生将发展重要的数字能力,并为下一次紧急事件做好准备。讨论了我们的发现对教育理论和教育计算实践的意义。教师和学生将发展重要的数字能力,并为下一次紧急事件做好准备。讨论了我们的发现对教育理论和教育计算实践的意义。教师和学生将发展重要的数字能力,并为下一次紧急事件做好准备。讨论了我们的发现对教育理论和教育计算实践的意义。

更新日期:2021-02-09
down
wechat
bug