Closing Research-Practice Gaps in the Delivery of Online Teaching and Learning

Stephen Macgregor, Joshua Pigeon
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Abstract

In this article, the authors introduce four areas of practice—equity and inclusion, instructional design, assessment, and leadership—where the relationship between research and practice either fell out of step or was strained during the COVID-19 pandemic. Resonant with broader conversations about research-practice connections, neither research nor practice contexts are considered to bear the blame; the challenge emerges from the educational ecosystems we co-construct and co-inhabit. With the prevalence and complexity of online learning only growing with time (e.g., relating to OpenAI’s ChatGPT), the authors conclude by discussing inroads toward stronger research-practice connections in online teaching and learning.
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缩小在线教学研究与实践之间的差距
在本文中,作者介绍了四个实践领域--平等与包容、教学设计、评估和领导力--在这四个领域中,研究与实践之间的关系在 COVID-19 大流行期间要么脱节,要么紧张。与更广泛的关于研究与实践联系的对话相呼应,研究或实践背景都不被认为是罪魁祸首;挑战来自于我们共同构建和共同居住的教育生态系统。随着在线学习的普遍性和复杂性与日俱增(例如,与OpenAI的ChatGPT有关),作者最后讨论了如何在在线教学中加强研究与实践的联系。
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Tribute to Canute Lloyd Stanford (June 5, 1933 - May 21, 2023) CPI Special Issue: "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times" Applying Culturally Relevant Pedagogy to Online Learning Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education Voices of the Forcibly Displaced: Transition, Resettlement and Education
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