Working toward a place-based online pedagogy

IF 1.8 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Geography in Higher Education Pub Date : 2023-04-07 DOI:10.1080/03098265.2023.2198199
J. Maxwell, Katie M. Burke, Yvonne Salton
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Abstract

Online learner engagement research has risen internationally due to the COVID-19 pandemic, especially in relation to experiential learning. However, this research has focused on the use of technology to access learning about a particular place rather than consider the pedagogical potential of the places in which the learner is located. This study therefore considers the question: What is the pedagogical potential of place for online learners? The aim of the study is to scrutinise pedagogical practices that facilitate applied understanding of course concepts in a way that enables learners to contextualise learning in their unique locations. This paper analyzes recounts of experiences with place-based inquiry with online students in an initial teacher education course offered in regional Australia. The evidence presented suggests that place-based pedagogy enables students to see learning concepts at work in context, beyond the . Further, contrary to expectations that the experience of place-based learning is diminished in an online environment, there might be advantages for the preparation of pre-service teachers in experiencing place-based inquiry in their own locales. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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致力于基于地点的在线教学
由于新冠肺炎大流行,在线学习者参与研究在国际上有所上升,尤其是在体验式学习方面。然而,这项研究的重点是使用技术来获取关于特定地点的学习,而不是考虑学习者所在地点的教学潜力。因此,本研究考虑了一个问题:在线学习者的教学潜力是什么?本研究的目的是仔细审查教学实践,这些实践有助于对课程概念的应用理解,使学习者能够在其独特的位置将学习情境化。本文分析了在澳大利亚地区开设的初级教师教育课程中,对在线学生进行基于地点的探究的经验。所提供的证据表明,基于地点的教学法使学生能够在上下文中看到工作中的学习概念,而不是。此外,与在线环境中基于地点的学习体验减少的预期相反,职前教师在自己的地点体验基于地点的探究可能有好处。[发件人]《高等教育地理杂志》的版权归Routledge所有,未经版权持有人明确书面许可,不得将其内容复制或通过电子邮件发送到多个网站或发布到listserv。但是,用户可以打印、下载或通过电子邮件发送文章供个人使用。这可能会被删节。对复印件的准确性不作任何保证。用户应参考材料的原始发布版本以获取完整信息。(版权适用于所有人。)
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来源期刊
CiteScore
5.80
自引率
9.50%
发文量
29
期刊介绍: The Journal of Geography in Higher Education ( JGHE) was founded upon the conviction that the development of learning and teaching was vitally important to higher education. It is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.
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