终于成为焦点:在新冠疫情期间,当代学习理论如何拯救在线教育

IF 2.4 Q1 EDUCATION & EDUCATIONAL RESEARCH Electronic Journal of e-Learning Pub Date : 2021-12-30 DOI:10.34190/ejel.19.6.2199
Paula Charbonneau-Gowdy
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引用次数: 3

摘要

大量文献记录了新冠肺炎疫情期间在线面临的无数挑战,这有力地表明,电子学习奖学金未能传达对如何建立高效电子学习空间的理解。最近来自从业者的故事充斥着缺勤、摄像头和麦克风关闭、在论坛上无所作为以及学习者普遍不愿上网的报道。在让当代电子学习理论影响在线实践的努力中,我们在哪里错过了目标?学术研究表明,这种脱节的根源往往在于这些空间中使用的传统教学设计以及它们所支持的教学、学习和评估实践。为了应对这些问题,我们开展了一项定性行动研究活动,在智利的一个教师教育项目中应用基于当代学习理论和目标的教学设计(ID)模式。这项研究于2020年进行,为期两个学期。在这项研究中,我们重点研究了这些变化对一小群第一次体验在线学习的一年级职前教师(PSTs,n=17)的影响。使用访谈前后、开放式问卷、自我评估档案中的实地笔记以及对数字环境的观察来收集数据。在同一背景下,我们还利用了另外两个数据来源:1)该倡议的早期报告,重点关注同一项目中的教师教育工作者(TE)(n=4),以及2)在行动研究的准备阶段收集的关于更大大学生群体经历的调查数据(n=1054)。有证据表明,最初学习者的认识论观点在很大程度上受到早期学校教育中以教师为中心和内容驱动的教学法的影响。然而,研究结果也表明,当代学习设计框架对许多学生的社交、认知和元认知能力具有积极影响。有明显迹象表明,PST对在线社交互动学习的投资更加积极,并表现出灵活、自主的行为。这项研究的结果为将当前的学习理论与在线环境中的实践联系起来提供了一个基于经验的实用解决方案,即使疫情危机的挑战已经过去,这些解决方案也可以持续下去。
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Finally in the spotlight: How contemporary learning theory is saving education online during COVID
A surge of literature documenting myriad challenges being faced online during the COVID pandemic strongly suggests that e-learning scholarship has fallen short of conveying an understanding of how to build highly effective e-learning spaces. Recent stories from practitioners abound with reports of absenteeism, cameras and microphones turned off, inaction in forums and a general reticence on the part of learners to engage online. Where have we missed the mark in our efforts to have contemporary e-learning theory affect online practice? Scholarship is indicating that the root of the disconnect often lies in the conventional instructional designs being used in these spaces and the teaching, learning and assessment practices they support. In response to such issues, we conducted a qualitative action research initiative to apply an instructional design (ID) model, based on contemporary learning theories and goals, in a teacher education program in Chile. The study took place in 2020 over 2 academic semesters. In this study, we focussed on the impact of these changes on a small group of first-year Pre-service Teachers (PSTs, n=17), experiencing online learning for the first time. Pre and post interviews, an open-ended questionnaire, field notes from self-assessment portfolios and observations of the digital environment were used to collect data. We also draw on two other data sources in the same context: 1) an earlier report of this initiative that focussed on the Teacher Educators (TEs) in the same program (n=4), and 2) survey data collected in a preparatory stage of the action research on the experiences of the greater university student body (n=1,054). Evidence revealed that initially learners’ epistemological views were heavily influenced by the teacher-centric and content-driven pedagogies of earlier schooling. Yet, results also showed that the contemporary learning design framework had positive implications for many students’ social, cognitive, and metacognitive competencies. Clear signs of more active investment in social interactive learning online on the part of the PSTs and of flexible, self-directed behaviours were evidenced. The results of this study provide an empirically based practical solution for connecting current learning theory to practice in online contexts, solutions that could endure even once the challenges of the pandemic crisis are behind us.
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来源期刊
Electronic Journal of e-Learning
Electronic Journal of e-Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.90
自引率
18.20%
发文量
34
审稿时长
20 weeks
期刊最新文献
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