Situative approaches to online engagement, assessment, and equity

Abstract

Abstract The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of “diverse lenses.” Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of situated cognition and design-based methods led to questions about how key issues in online learning such as online engagement, summative and formative assessment, and equitable learning were conceptualized. Specifically, I contrast how the socio-constructivist approaches in most of the articles might be re-conceptualized in a situative approach called participatory learning and assessment. I conclude by summarizing the potential value of a deeper embrace of situativity in online learning theory and research.