Maintaining Equitable and Inclusive Classroom Communities Online During the COVID-19 Pandemic

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2021-08-16 DOI:10.22329/JTL.V15I2.6683
S. Barrett
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引用次数: 3

Abstract

This paper explores the ways in which face-to-face classroom communities were disrupted and/or transformed by the move to online platforms and the effect of this disruption on equitable access to a quality education. Quality education is defined as engaged pedagogy, where students learn to interact with other students and engage with ideas in a way that promotes their ability to be part of a community while still feeling free to disagree with, critique, and take care of each other. To examine the extent to which such communities were created when schooling migrated online during the pandemic, this paper examines online schooling communities in terms of sense of belonging, trust, shared purpose, and quality of interactions. The analysis of the experiences of 11 teachers in Ontario, Canada, whose face-to-face classes were moved to online formats, establishes that equity was one of the first casualties of the change, with the most vulnerable students facing disproportionate academic, psychological, and social consequences.
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在2019冠状病毒病大流行期间保持公平和包容的在线课堂社区
本文探讨了面对面课堂社区因转向在线平台而受到干扰和/或转变的方式,以及这种干扰对公平获得优质教育的影响。优质教育被定义为参与式教学法,在这种教学法中,学生学会与其他学生互动,并以一种促进他们成为社区一部分的能力的方式参与思想,同时仍然可以自由地表达不同意见、批评和照顾彼此。为了考察疫情期间学校教育迁移到网上时,这些社区的创建程度,本文从归属感、信任感、共同目标和互动质量等方面考察了网上学校教育社区。对加拿大安大略省11名教师的经历进行的分析表明,公平是这一变化的首批受害者之一,最弱势的学生面临着不成比例的学术、心理和社会后果。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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