Transition to online teaching during the COVID-19 pandemic

被引：24

作者：

John Lemay, David ^{[1
]}

Doleck, Tenzin ^{[2
]}

Bazelais, Paul ^{[3
]}

机构：

[1] McGill Univ, Dept Neurosci, Montreal, PQ, Canada

[2] Simon Fraser Univ, Burnaby, BC, Canada

[3] John Abbott Coll, Dept Phys, Ste Anne De Bellevue, PQ, Canada

来源：

INTERACTIVE LEARNING ENVIRONMENTS | 2023年 / 31卷 / 04期

关键词：

COVID-19; pandemic; approach to teaching; teacher beliefs; online teaching; online learning; e-learning;

D O I：

10.1080/10494820.2021.1871633

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

With the advent of the COVID-19 pandemic, teachers and students have seen their activities suddenly thrust online. With little guidance or experience, they have had to learn new tools and often have struggled with access and material support, but also disease and economic hardships. Given that teachers' approaches to teaching are influenced by such events, we report on a survey design cross-sectional study of Nepalese teachers' experience of the transition to online teaching. This study has implications for instructional planning and implementation.

引用

页码：2051 / 2062

页数：12

共 40 条

[1] Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness [J].