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Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector
Computers & Education ( IF 12.0 ) Pub Date : 2021-04-08 , DOI: 10.1016/j.compedu.2021.104211
Yuk Ming Tang 1, 2 , Pen Chung Chen 1 , Kris M Y Law 3 , C H Wu 4 , Yui-Yip Lau 5 , Jieqi Guan 6 , Dan He 7 , G T S Ho 4
Affiliation  

Amid the coronavirus outbreak, many countries are facing a dramatic situation in terms of the global economy and human social activities, including education. The shutdown of schools is affecting many students around the world, with face-to-face classes suspended. Many countries facing the disastrous situation imposed class suspension at an early stage of the coronavirus outbreak, and Asia was one of the earliest regions to implement live online learning. Despite previous research on online teaching and learning, students' readiness to participate in the real-time online learning implemented during the coronavirus outbreak is not yet well understood. This study explored several key factors in the research framework related to learning motivation, learning readiness and student's self-efficacy in participating in live online learning during the coronavirus outbreak, taking into account gender differences and differences among sub-degree (SD), undergraduate (UG) and postgraduate (PG) students. Technology readiness was used instead of conventional online/internet self-efficacy to determine students' live online learning readiness. The hypothetical model was validated using confirmatory factor analysis (CFA). The results revealed no statistically significant differences between males and females.

On the other hand, the mean scores for PG students were higher than for UG and SD students based on the post hoc test. We argue that during the coronavirus outbreak, gender differences were reduced because students are forced to learn more initiatively. We also suggest that students studying at a higher education degree level may have higher expectations of their academic achievement and were significantly different in their online learning readiness. This study has important implications for educators in implementing live online learning, particularly for the design of teaching contexts for students from different educational levels. More virtual activities should be considered to enhance the motivation for students undertaking lower-level degrees, and encouragement of student-to-student interactions can be considered.



中文翻译:

高等教育部门冠状病毒 (COVID-19) 大流行期间学生实时在线学习准备情况的比较分析

受新冠肺炎疫情影响,世界经济和包括教育在内的人类社会活动面临严峻形势。学校停课影响到世界各地的许多学生,面授课程暂停。许多面临灾难的国家在冠状病毒爆发初期就实施了停课,亚洲是最早实施在线学习的地区之一。尽管之前对在线教学进行了研究,但学生是否愿意参与冠状病毒爆发期间实施的实时在线学习尚不清楚。本研究探讨了研究框架中与学习动机、学习准备和学生的学习能力相关的几个关键因素。s在冠状病毒爆发期间参与实时在线学习的自我效能感,考虑到性别差异以及副学位(SD)、本科(UG)和研究生(PG)学生之间的差异。使用技术准备代替传统的在线/互联网自我效能来确定学生的实时在线学习准备情况。使用验证性因素分析 (CFA) 验证了假设模型。结果显示,男性和女性之间没有统计学上的显着差异。使用验证性因素分析 (CFA) 验证了假设模型。结果显示,男性和女性之间没有统计学上的显着差异。使用验证性因素分析 (CFA) 验证了假设模型。结果显示,男性和女性之间没有统计学上的显着差异。

另一方面,根据事后测试,PG 学生的平均分数高于 UG 和 SD 学生。我们认为,在冠状病毒爆发期间,性别差异有所减少,因为学生被迫更加主动地学习。我们还表明,在高等教育学位水平学习的学生可能对他们的学业成绩有更高的期望,并且在在线学习准备方面存在显着差异。这项研究对教育工作者实施实时在线学习具有重要意义,特别是对于为不同教育水平的学生设计教学环境。应考虑更多的虚拟活动,以增强学生攻读较低级别学位的积极性,并可考虑鼓励学生与学生之间的互动。

更新日期:2021-04-16
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