Surviving online learning handbook: what does COVID teach us about online learning in high schools?
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Notice bibliographique
Résumé
Unlike many disaster scenarios, there was no guidebook for school communities to consult as they wrestled with the ensuing fallout of a global pandemic.This emergency offered educational policy makers a rare opportunity to not only evaluate current attitudes towards online learning, but also discuss the realities and impacts of large-scale educational transitions from traditional classrooms to fully online environments-particularly in K-12 environments.The purpose of this research is to explore the perceptions of online learning within a high school learning community in response to their district's implementation of online learning following the outbreak of COV-19 to help better inform and shape the future development and implementation of online learning opportunities.This research is designed around a collective case study framework using semi-structured interviews and surveys of students, parents, teachers, and administrators in a midwestern suburban high school starting during the 4th quarter of the 2019-20 school year through the first semester of the 2020-21 school year.Data from these methods was compared and contrasted between cases and emergent themes were then interpreted alongside evidenced trends in recent research in online learning and concepts related to forced second-order change spurred by the COVID-19 pandemic.These shared findings were then organized into suggested survival tips for schools to consider during future implementations of online learning.Experiences from interviews and perceptions from surveys reveal a number of shared feelings in the learning community related to certain advantages and disadvantages of online environments, perceived higher workloads and anxiety, potential factors that help and inhibit success in online environments, and obstacles for students who rely on extra support services.All interest groups agreed that some students thrived in online environments, though many did not.Ultimately, all interest groups largely agreed their overall perceptions of online learning improved over the course of implementation, and a majority of the school community wanted more online opportunities offered to students even when school returned back to normal.Hopefully these findings convince educational leaders to reconsider the promising potential roles of online learning in K-12 settings as school communities inevitably transition back into classroom environments.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,001 | 0,002 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle