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首页> 外文会议>International Technology, Education and Development Conference >(1282) STUDENT PERSPECTIVES OF ONLINE/BLENDED LEARNING AS ACADEMIC CONTINUITY SOLUTION DURING #FEESMUSTFALL CAMPUS DISRUPTIONS
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(1282) STUDENT PERSPECTIVES OF ONLINE/BLENDED LEARNING AS ACADEMIC CONTINUITY SOLUTION DURING #FEESMUSTFALL CAMPUS DISRUPTIONS

机译：（1282）在#feesmustfall校园中断期间，在线/混合学习的学生视角作为学术连续性解决方案

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Student protests severely disrupted the South African Higher Education environment in 2015 and 2016. During this period students at the University of Pretoria (UP) rallied behind campaigns such as #FeesMustFall, #OutsourcingMustFall and #AfrikaansMustFall. These campaigns led to disruption of classes and assessments which resulted in periods where three residential UP campuses were closed for a few days at a time. In October 2016 the #FeesMustFall protests escalated to such an extent that the executive of the university announced that students would not have general access to campus, but the academic year would continue by implementing alternatives to on-campus lectures, such as making lecture and study materials available online. The aim was to protect staff, students and property while finishing the academic year in December 2016 as originally scheduled. This decision was reasonable as UP has been using various models of blended learning in support of their residential classroom teaching since 1998. At the end of 2015, 84% of all undergraduate modules used the Learning Management System. Universities elsewhere also used online learning as an academic continuity solution after natural disasters, during threats of pandemics and political upheaval. Regehr, Nelson and Hildyard proposed a model for academic continuity planning in higher education which includes elements such as policies and guidelines, course design for resilience and development of online learning and communication systems. The focus of this model is on the preparation of the institution, faculty and curricula, only mentioning the willingness to accommodate students and the need to communicate with students. This paper investigates student experiences of the sudden implementation of online learning within UP, as well as the impact on their learning. A sequential mixed-methods research design, supported by both qualitative and quantitative methodologies, was used to collect data. I used activity theory as described by Cole & Engestr to explore student responses and to determine how they perceived the change in the teaching, learning and assessment rules as well as the impact it had on their learning. Students preparedness to cope with such a sudden move to online learning varied. Most undergraduate students reported a preparedness to use the technological tools the lecturers employed: 53% indicated that they were fully prepared, while 33% said they were prepared to use most of the technology. The bigger problem lay in the students’ ability for self-directed learning. Only 30% of the respondents indicated that they were prepared for stronger reliance on self-study. Students also described the impact of negative emotions, the impact of change in teaching, learning and assessment practices as well as the impact campus closure had on their learning in 2017. This case study highlights aspects of residential student preparation that need to form part of the institutional academic continuity plans to be ready for future disruptive events.
机译：学生抗议在2015年和2016年严重扰乱了南非高等教育环境。在此期间比勒陀利亚大学（UP）的学生们在#Feesmustfall，#outsourcingmustfall和#afrikaansmustfall等运动之后。这些竞选导致课程和评估中断，导致三个住宅校园一次关闭了三个居民校园。 2016年10月#Feesmustfall抗议活动升级到这一大学的执行情况宣布，学生不会进入校园，但学年将继续执行校园讲座的替代方案，例如制定讲座和学习材料在线提供。目的是保护员工，学生和财产，同时在2016年12月完成本学年，最初定于预定。这一决定是合理的UP一直采用混合式学习的各种型号，以支持他们的住宅课堂教学自1998年以来截至2015年年底，所有本科模块的84％使用的学习管理系统。其他地方的大学也将在线学习作为自然灾害后的学术连续性解决方案，在淫乱和政治动荡的威胁中。 Regehr，Nelson和Hildyard提出了高等教育学术连续性规划的模型，包括政策和指导方针，课程设计，用于在线学习和通信系统的综合设计。该模型的重点是在制定机构，教师和课程，只提到容纳学生的意愿和与学生沟通的必要性。本文调查了在突然实施在线学习的学生经验，以及对他们学习的影响。通过定性和定量方法支持的顺序混合方法研究设计，用于收集数据。我使用了COLE＆ENGESTR描述的活动理论，以探索学生的反应，并确定他们如何了解教学，学习和评估规则以及它对学习的影响。学生准备应对如此突然搬到在线学习各种各样的举动。大多数本科生报告说，使用技术工具的准备，讲师所雇用的讲师：53％表示他们完全准备好，而33％表示他们准备使用大部分技术。更大的问题介绍了学生自我导向学习的能力。只有30％的受访者表示，他们被准备好依赖自学。学生还描述了负面情绪的影响，教学，学习和评估实践的影响以及影响校园关闭2017年的影响。本案研究突出了住户学生准备的各个方面，需要形成一部分制度学术连续性计划为未来的破坏性事件做好准备。

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