“学习投入”说辞与学生心声:后新冠时代数字实践中的互联、质疑和包容

"Engagement" discourses and the student voice:connectedness,questioning and inclusion in post-Covid digital practices

由于实行公共卫生“封锁”措施,新冠危机导致全球高等教育应急转而开展在线教学,组织学生在线学习。在英国,2020年3月的这场转变突如其来,各大学几乎没有时间准备,而且很多大学是在培训和经验都不充足的情况下被迫将其教学转为数字模式。随后,高等教育机构把提升数字教育质量摆在首位,推出各种战略举措和为教职员工提供培训活动。本文由师生合作撰写,报告在英国一所大型研究型大学进行的两项研究的情况。这两项研究获得机构支持,旨在探索新冠危机期间学生在线学习的体验和最为关切的问题。我们在讨论研究结果时认为,学生的看法与主流对一些问题的假设不尽一致,如学生“包容性”、在线学术“社区”和鼓励“质疑”的教学。因此我们必须更加深入思考何为有意义和丰富的在线教育体验。本着从新冠大流行中“吸取教训”的精神,本文另辟蹊径思考这些价值观,强调关系、社区、差异和关爱之心的重要性。文章最后讨论研究发现以及研究发现对后新冠大流行背景下理论、研究、政策和实践的启示,提出关爱之心应该被视为发展数字教育以及促进学生学习投入实践和道德规范的核心。

The Covid-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally, due to public health‘lockdown’measures. In March 2020 in the UK this move was sudden, and universities were forced to move their provision to digital formats with little preparatory time, and in many cases, inadequate training and experience. In the subsequent period, higher education institutions have prioritised the enhancement of digital education, with a range of strategic initiatives and training programmes for teaching staff. This paper, written by a staff-student partnership of authors, reports on two institutionally-supported studies conducted at a large, research-focused university in England, in which student views were sought on their experiences and priorities surrounding online engagement during the Covid-19 crisis. In our discussion of the findings, we argue that the student accounts challenge some of the mainstream assumptions about constructs such as student “inclusivity”, academic “community” online, and teaching which encourages “questioning”, requiring us to think more deeply about what constitutes a meaningful and rich online educative experience. In the spirit of“lessons learned” from the Covid-19 pandemic, the paper proposes alternative conceptions of these values,emphasising relationality, communities, difference, and the importance of an ethos of care. We conclude with a discussion of findings, implications for theory, research, policy and practice in a post-pandemic context, proposing that an ethos of care be recognised as central to the development of digital education and the practices and ethics of student engagement.