Sprejet izziv: izkušnje turških akademikov med poučevanjem na daljavo v izrednih razmerah
Povzetek
Pandemija covida-19 je vse ujela nepripravljene. Pričakovalo se je, da bodo visokošolske ustanove zaradi dolge zgodovine izobraževanja na daljavo, ki je omogočila razvoj strokovnega znanja in tehnične infrastrukture, najmanj prizadete. Pa je bilo res tako? Ta študija se osredinja na izkušnje akademikov med poučevanjem na daljavo v izrednih razmerah in po njem. Za izvedbo študije je bila zasnovana metoda anketiranja. Raziskovalci so razvili spletni vprašalnik, imenovan Vprašalnik o stališčih o poučevanju na daljavo v izrednih razmerah, ki so ga uporabljali na visokošolskih ustanovah po vsej Turčiji. S kombinacijo naključnega vzorčenja in vzorčenja s snežno kepo je bilo zajetih 351 akademikov iz 72 različnih javnih in zasebnih visokošolskih ustanov. Deskriptivna analiza podatkov je pokazala, da se skoraj 62 % akademikov pred pandemijo covida-19 ni udeležilo nobenega usposabljanja o spletnem poučevanju na daljavo. Čeprav je petina akademikov navedla, da so imeli pred pandemijo trikrat ali večkrat izkušnjo z izobraževanjem na daljavo, se jih je približno 62 % s poučevanjem na daljavo srečalo prvič. Številni akademiki so navedli, da so za poučevanje na daljavo porabili več časa kot za poučevanje na fakulteti, da so imeli težave s spremljanjem razvoja študentov, da so bili študentje nezainteresirani za pouk, da so imeli tehnične težave, a so dobili tudi podporo svojih ustanov. Čeprav je le četrtina akademikov navedla, da niso prepričani o kakovosti svojega poučevanja na daljavo, jih je 75 % menilo, da poučevanje na daljavo ni bilo tako uspešno kot poučevanje na fakulteti. To je bilo še posebej očitno na področju ocenjevanja in evalvacije. Na podlagi teh rezultatov je mogoče sklepati, da visokošolske ustanove niso bile pripravljene, a je bilo njihovo prilagajanje zelo hitro.
Prenosi
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