Abstract

This paper attempts to present the challenges and issues of inclusion in distance teaching and learning as experienced by Czech university teachers and students during the COVID-19 pandemic. The article offers analytical insights into how the virtual university environment and classrooms were affected by the pandemic crisis. Although several international studies have been conducted on COVID and distance education, only a few have explored in detail the topic of inclusion by covering both the perspectives of university teachers and students. Our results are based on a questionnaire survey of teachers and a pilot questionnaire survey of students administered at a public university in the Czech Republic. Further, the findings highlight the inclusion of students with special needs in the context of the pandemic crisis to provide up-to-date perspectives from university teachers and students on issues related to inclusivity in the teaching and learning environment. The study indicates that more support and further training to teachers are needed regarding issues of inclusion to help bring online learning to the same level as education in brick-and-mortar schools.

摘要

本文试图介绍捷克大学教师和学生在 COVID-19 大流行期间经历的远程教学包容性挑战和问题。本文提供了有关虚拟大学环境和教室如何受到大流行危机影响的分析见解。尽管国际上已经开展了一些关于新冠病毒和远程教育的研究，但只有少数研究从大学教师和学生的角度详细探讨了包容性这一主题。我们的结果基于对捷克共和国一所公立大学的教师问卷调查和对学生进行的试点问卷调查。更远，调查结果强调了在大流行危机的背景下将有特殊需要的学生纳入其中，以提供大学教师和学生对教学环境包容性相关问题的最新观点。该研究表明，在包容性问题上需要对教师提供更多支持和进一步培训，以帮助使在线学习达到与实体学校教育相同的水平。