关于网络教学教学实践的思考

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-03-04 DOI:10.1080/18146627.2022.2147847
R. Chetty
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引用次数: 0

摘要

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。
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Reflections on Pedagogical Practices for Online Teaching
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.
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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.
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