Main Reasons for Students to be Distracted During Online Classes

Junyuan Ma

doi:10.47297/wspiedWSP2516-250069.20220608

PDF
导出
分享
收藏
专辑

Main Reasons for Students to be Distracted During Online Classes

6卷第8期

浏览量: 0 Downloads: 31

Main Reasons for Students to be Distracted During Online Classes
Main Reasons for Students to be Distracted During Online Classes
RDFZ Xishan School,Beijing,100097
2022年6卷第8期页码：149-156
纸质出版日期： 2022 ，
DOI：10.47297/wspiedWSP2516-250069.20220608
Accepted：

Scan QR Code

Main Reasons for Students to be Distracted During Online Classes[J]. 国际教育与发展（英文版）, 2022,6(8):149-156.

JUNYUAN MA. Main Reasons for Students to be Distracted During Online Classes. [J]. Journal of international education and development, 2022, 6(8): 149-156.
Main Reasons for Students to be Distracted During Online Classes[J]. 国际教育与发展（英文版）, 2022,6(8):149-156. DOI： 10.47297/wspiedWSP2516-250069.20220608.

JUNYUAN MA. Main Reasons for Students to be Distracted During Online Classes. [J]. Journal of international education and development, 2022, 6(8): 149-156. DOI： 10.47297/wspiedWSP2516-250069.20220608.

摘要

Abstract

“There is something in you l like more than yourself.ThereforeI must destroy you”In this study

mainly used auestionnaires and interviews to understand the problems and conditions of students in online classes under the influence ofCOVID-19Ianalyzed the commonalities oftheir problems and made further research on some of the more prominent ones;also made some constructive proposals based on Jean-Jacques Lacan's theory.

关键词

Keywords

Online LearningStudy MethodCOVID-19

references

Garip, G., Seneviratne, S. R., & Iacovou, S. (2020). Learners’ perceptions and experiences of studying psychology online. Journal of Computers in Education, 7(4), 553–573. https://doi.org/10.1007/s40692-020-00167-4.[2] Li, L., Wu, H., Xie, A., Ye, X., Liu, C., & Wang, W. (2021). Students' initial perspectives on online learning experience in China during the COVID-19 outbreak: expanding online education for future doctors on a national scale. BMC medical education, 21(1), 584. https://doi.org/10.1186/s12909-021-03005-y.[3] Segbenya, M., Bervell, B., Minadzi, V. M., & Somuah, B. A. (2022). Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic. Smart Learning Environments, 9(1), 13. https://doi.org/10.1186/s40561-022-00193-y.[4] ÖZTRAK, F. (2021, October 21). Document. NATO PA. Retrieved June 13, 2022, from https://www.nato-pa.int/document/2021-global-economic-crisis-implications-and-prospects-oztrak-report-018-escter-18-e.[5] Hanushek, E., & Woessmann, L. (2020). OECD. The Economic Impacts of Learning Losses. https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf.[6] Lacan, J. •. J. (n.d.). The function of speech and language in psychoanalysis. Reserach Gate. Retrieved June 17, 2022, from https://www.researchgate.net/publication/290158299_The_function_of_speech_and_language_in_psychoanalysis.[7] Lacanian Talking Therapy Considered Closely: A Qualitative Study. (n.d.). Reserach Gate. Retrieved June 17, 2022, from https://www.researchgate.net/publication/325913740_Lacanian_Talking_Therapy_Considered_Closely_A_Qualitative_Study.[8] Harzem, P. (2004). Behaviorism for New Psychology: What Was Wrong with Behaviorism and What Is Wrong with It Now. Behavior and Philosophy, 32(1), 5–12. http://www.jstor.org/stable/27759468.[9] , J. J. (1975, June). Joyce the Sinthôme. https://lacanianworks.net/1975/06/joyce-the-symptom-16th-june-1975-jacques-lacan/.