Pillars of Online Pedagogy: A Framework for Teaching in Online Learning Environments

Autor/inn/en	Archambault, Leanna; Leary, Heather; Rice, Kerry
Titel	Pillars of Online Pedagogy: A Framework for Teaching in Online Learning Environments
Quelle	In: Educational Psychologist, 57 (2022) 3, S.178-191 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archambault, Leanna) ORCID (Leary, Heather) ORCID (Rice, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2022.2051513
Schlagwörter	Teaching Methods; Online Courses; Guidelines; Mastery Learning; Active Learning; Individualized Instruction; Educational Change; Pedagogical Content Knowledge; Technological Literacy; Educational Principles; Student Centered Learning; Constructivism (Learning); Personal Autonomy; Educational Theories; Situated Learning; Instructional Design; Communities of Practice; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Richtlinien; Aktives Lernen; Individualisierender Unterricht; Bildungsreform; Pädagogische Kompetenz; Technisches Wissen; Bildungsprinzip; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individuelle Autonomie; Educational theory; Theory of education; Bildungstheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Community
Abstract	The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers to succeed in online settings, and the theoretical underpinnings surrounding why these skills are essential. This article unpacks the foundational components of online pedagogy, comprised of five pillars grounded in the principles of learner-centeredness, constructivism, and situated learning. These pillars include the ability to (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. We describe their theoretical underpinnings, discuss related literature, and consider implications for teacher education with subsequent implications for scholarship across educational technology, educational psychology, and the learning sciences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01