دورية أكاديمية
Has the Experience of Online Study under COVID-19 Improved Outcomes of Study in Universities?
| العنوان: | Has the Experience of Online Study under COVID-19 Improved Outcomes of Study in Universities? |
|---|---|
| المؤلفون: | Yutaka Kurihara |
| المصدر: | Education Quarterly Reviews 6(3) 210-217 |
| سنة النشر: | 2023 |
| المجموعة: | Zenodo |
| مصطلحات موضوعية: | Education Quarterly Reviews ISSN 2621-5799 Published: 14 September 2023 Has the Experience of Online Study under COVID-19 Improved Outcomes of Study in Universities? Yutaka Kurihara Aichi University, Japan Download Full-Text Pdf 10.31014/aior.1993.06.03.775 Pages: 210-217 Keywords: COVID |
| الوصف: | This article examines the learning outcomes of after COVID-19 in universities. Now, almost all students experienced online learning instead of face-to-face during the pandemic period. The students surveyed after COVID-19 are now taking face-to-face classes after a year or two of online-based learning experience. This study compares their learning outcomes to those of students who previously only had face-to-face classes. Owing to the statistical analyses, some points are clear. Final results after COVID-19 clearly show that student outcomes dropped. Attendance and quiz scores also drop slightly and lead to reduced scores in the final results. It can be inferred that students have lost their attitude to take on challenges without giving up as a whole. Moreover, report scores dropped significantly. The rate of decline is larger than attendance and quiz scores. The reports in the surveyed classes do not rely on a shallow understanding or investigation, so the decreasing may be serious. Losing opportunities to attend and participate in classes reduce self-management ability and opportunities for communication. Online classes do not provide sufficient opportunities to be exposed to different ideas, objectively reexamine their own ideas, and create new ideas of their own. These skills may have suffered serious decline. Ultimately, it all comes down to encouraging students to be spontaneous. Even if the results are not so good, teaching too much should not be a hindrance to voluntary learning. One way to solve this seems to be a flipped classroom. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | unknown |
| العلاقة: | https://zenodo.org/record/8340765Test; https://doi.org/10.31014/aior.1993.06.03.775Test; oai:zenodo.org:8340765 |
| DOI: | 10.31014/aior.1993.06.03.775 |
| الإتاحة: | https://doi.org/10.31014/aior.1993.06.03.775Test https://zenodo.org/record/8340765Test |
| حقوق: | info:eu-repo/semantics/openAccess ; https://creativecommons.org/licenses/by/4.0/legalcodeTest |
| رقم الانضمام: | edsbas.1330DF90 |
| قاعدة البيانات: | BASE |
| DOI: | 10.31014/aior.1993.06.03.775 |
|---|