Reflections on Pedagogical Practices for Online Teaching

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2147847
R. Chetty
{"title":"Reflections on Pedagogical Practices for Online Teaching","authors":"R. Chetty","doi":"10.1080/18146627.2022.2147847","DOIUrl":null,"url":null,"abstract":"Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.","PeriodicalId":44749,"journal":{"name":"Africa Education Review","volume":"18 1","pages":"16 - 32"},"PeriodicalIF":0.2000,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Africa Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/18146627.2022.2147847","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Abstract This article is a reflection on my online teaching at the advent of the COVID-19 pandemic. The aim is to provide strategies to integrate transformative pedagogical practices with online teaching platforms. The methodological framework for the article is reflective practice. I reflect on my online teaching of an English language module, pay critical attention to the practical values that inform self-directed learning, engage with student reflections on challenges experienced during the lockdown, and aim for developmental insight. The article advocates for self-directed learning and engagement with pedagogical foundations of e-learning to counter the common technical perspective to online teaching. Uploading course material and limiting facilitation to giving directions on assignments and providing technical resources is inadequate. The imperative is critical engagement with knowledge underpinned by self-directed learning within social and emancipatory frameworks. Traditional student dependence on lectures should shift to them assuming responsibility for the cognitive (self-monitoring) and contextual (self-management) process of learning. The article calls for vigorous dialogue to counter feelings of depersonalisation and isolation, intense intellectual relationships, transformative pedagogies, innovative thinking around teaching time, and organisation and advanced communication skills for online classrooms. The student, the nature of learning, learning strategies, phases of the learning process, and the knowledge project should be taken into account in mapping the process of self-directed learning.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
关于网络教学教学实践的思考
这篇文章是我在新冠肺炎大流行来临之际对自己在线教学的反思。其目的是提供将变革性教学实践与在线教学平台相结合的策略。本文的方法论框架是反思性实践。我反思了我的英语语言模块在线教学,非常关注指导自主学习的实用价值,参与学生对封锁期间所经历的挑战的反思,并以发展洞察力为目标。本文提倡自主学习和参与电子学习的教学基础,以对抗在线教学的常见技术观点。上传课程材料和限制指导作业和提供技术资源是不够的。当务之急是在社会和解放框架内,以自主学习为基础,批判性地接触知识。学生对讲课的传统依赖应该转变为他们承担起学习的认知(自我监控)和情境(自我管理)过程的责任。这篇文章呼吁进行积极的对话,以对抗去人格化和孤立的感觉,强烈的智力关系,变革的教学法,围绕教学时间的创新思维,以及在线课堂的组织和先进的沟通技巧。学生、学习的性质、学习策略、学习过程的阶段和知识项目都应该被考虑在自主学习的过程中。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
期刊最新文献
Interrogating the Academy: Higher Education Transformation for the Public Good beyond Diversity in Race and Gender Harnessing Academic Integrity Among Students: Implementation of a Novel Web-Based Application for Plagiarism Detection and Prevention The Impact of Educational Innovation on Teachers’ Pedagogical Practices: The Case of the ORELT Project in Kenya Sociological Thinking as an Educational Antidote to Tribalism in Africa Africanising the Curriculum: Exploring the Perspectives of Bachelor of Education Honours Students at an Open Distance Education and Learning Institution
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1