Remote Learning and Foregoing the Dream

Autor/in	Kotok, Stephen
Titel	Remote Learning and Foregoing the Dream
Quelle	In: Journal of Interdisciplinary Studies in Education, 9 (2020) 2, S.1-4 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2166-2681
Schlagwörter	Stellungnahme; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Peer Relationship; Interaction; Educational Technology; Technology Uses in Education; Student Diversity; Computer Mediated Communication; Public Schools + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Peer-Beziehungen; Interaktion; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Public school; Öffentliche Schule
Abstract	In this brief article, Stephen Kotok discusses the impact of COVID-19 public-school districts across the U.S. and the shift overnight from in-person learning to remote learning in May 2020. Herein he argues that full-time remote learning is mostly devoid of genuine peer-to-peer interaction but acknowledges that it does introduce some supplemental opportunities for people of different backgrounds to interact virtually. Kotok fears after the pandemic some school districts may be tempted to use their new found technology to offer an online option or that increasing amounts of parents may seek online charter options. He contends that, when possible, it is more important than ever to return to in-person learning experiences while integrating digital technology as a supplement rather than a replacement. (ERIC).
Anmerkungen	STAR Scholars Network & OJED. 6 Delgreen Court, Nottinghamm, MD 21236. Web site: https://www.ojed.org/index.php/jise
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01