As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students' learning. This work focuses on characterizing student barriers to active learning in synchronous online environments. The aim is to help novice educators develop a better understanding of those barriers and prepare more student-centered course plans for their active online classes. Towards this end, we adopt a qualitative research approach and study information from different sources: social media content, interviews, and surveys from students and expert educators. Through a thematic analysis, we craft a nuanced list of students' online active learning barriers within the themes of human-side, technological, and environmental barriers. Each barrier is explored from the three aspects of frequency, importance, and exclusiveness to active online classes. Finally, we conduct a summative study with 12 novice educators and explain the benefits of using our barrier list for course planning in active online classes.
翻译:随着越来越多的面对面课程进入在线环境,探索学生学习方面任何新出现的障碍变得越来越重要。这项工作侧重于确定学生在同步在线环境中积极学习的障碍。目的是帮助新手教育者更好地了解这些障碍,为活跃在线课程编写更多的以学生为中心的课程计划。为此,我们采取定性研究方法和研究不同来源的信息:社交媒体内容、访谈以及学生和专家教育者的调查。我们通过专题分析,在人际、技术和环境障碍的主题下,对学生的在线积极学习障碍进行了细微的分类清单。每个障碍都从频度、重要性和对活跃在线课程的排他性这三个方面进行探讨。最后,我们与12个新手教育者进行了总结研究,并解释了在活跃在线课程中利用障碍名单进行课程规划的好处。