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首页> 外文期刊>Interactive technology and smart education >Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course
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Academic support under COVID-19 lockdown: what students think of online support e-tools in an ODeL course

机译：Covid-19锁定下的学术支持：学生如何在Odel课程中对网上支持的电子工具

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Purpose - This paper aims to explore student teachers' views related to the online academic support e-tools used under the COVID-19 lockdown. Design/methodology/approach - Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study. Findings - Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown. Research limitations/implications - This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts. Practical implications - The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course. Originality/value - A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.
机译：目的 - 本文旨在探索与Covid-19锁定下使用的在线学术支持电子工具相关的学生教师的观点。设计/方法/接近 - 绘制务实的研究方法，用于研究的说明混合方法设计。调查结果 - 经验证明，学生教师得到了满足并经历了学术支持工具，正如积极应用于他们在线学习的那样。此外，据报道，学生教师首选讨论论坛作为冠状病毒（Covid-19）锁定下的课程中最合适的学术支持电子工具。研究限制/影响 - 该探索性务实研究扩展了在线学术支持电子工具的知识，用于在Covid-19锁定下使用的开放距离电子学习（odel）上下文。本研究提供了有关Odel在线学习背景的修订学术支持框架的额外证据。研究限制：使用小样本大小，因此必须谨慎地谨慎，因为发现可能无法转移到类似的上下文。目前的研究似乎只审查了教师教育课程，并且不能推广到类似的条件，如Covid-19锁定下的类似条件。这项探索性研究提出了许多需要进一步调查的问题。需要更多的研究来确定学术支持电子工具在其他在线课程和背景下的学生学习的疗效。实际意义 - 参与本研究的学生教师被赋予使用学术支持电子工具在Covid-19锁定下支持它们。讨论大多是优先的学术支持电子工具，作为经济课程教学方法中加速学习的订婚，参与式和交流平台。原创性/值 - 在方法工具的可靠性设计和测试方面取得了值得注意的贡献，这可以在混合和遗程上下文中复制。

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