Self-Directed Science Learning during COVID-19 and Beyond

Autor/inn/en	Gerard, Libby; Wiley, Korah; Debarger, Angela Haydel; Bichler, Sarah; Bradford, Allison; Linn, Marcia C.
Titel	Self-Directed Science Learning during COVID-19 and Beyond
Quelle	In: Journal of Science Education and Technology, 31 (2022) 2, S.258-271 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerard, Libby) ORCID (Bichler, Sarah) ORCID (Linn, Marcia C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09953-w
Schlagwörter	Independent Study; Science Education; Distance Education; COVID-19; Pandemics; Open Educational Resources; Technology Uses in Education + Suchen Sie Ihr Suchwort? Selbststudium; Naturwissenschaftliche Bildung; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Prompted by the sudden shift to remote instruction in March 2020 brought on by the COVID-19 pandemic, teachers explored online resources to support their students learning from home. We report on how twelve teachers identified and creatively leveraged open educational resources (OERs) and practices to facilitate self-directed science learning. Based on interviews and logged data, we illustrate how teachers' use of OER starkly differed from the typical uses of technology for transmitting information or increasing productivity. These experiences provide insights into ways teachers and professional developers can take advantage of OER to promote self-directed learning when in-person instruction resumes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01