International Journal of Computer Science & Network Security

국제컴퓨터통신보호논문지학회 (International Journal of Computer Science & Network Security)
권호 표지
DOI QR코드

DOI QR Code

Prospects of Dual Form of Teaching and Learning in the Realities of the Covid-19 Pandemic and the Post-pandemicPeriod

  • 투고 : 2021.12.05
  • 발행 : 2021.12.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

The COVID-19 pandemic has posed significant community challenges towards higher education around the world. The urgent and unexpected request for full-time university courses to switch over to online teaching was a particular challenge. Online learning and learning imply a certain pedagogical knowledge content (PKC), mainly related to the design and organization for better learning and the creation of unique learning environments using digital technologies. With the help of the present academic paper, we provide some expert opinion on the PKC connected with online learning with the aim of helping non-university professionals (that is, those with lack of online learning experience) navigate these challenging times. Our findings point to the planning of learning activities with certain features, a combination of three types of presence (social, cognitive and facilitative) and the need to adapt the assessment system to new learning requirements. We will conclude by contemplating on how responding to a crisis can improve teaching and learning practices in the post-digital era.

키워드

참고문헌

  1. World Health Organization (n.d.). Coronavirus disease (COVID-19) pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019.
  2. Houston, D., Meyer, L. H., & Paewai, S. Academic staff workloads and job satisfaction: expectations and values in academe. Journal of Higher Education Policy and Management, 28(1), 17-30. (2006). https://doi.org/10.1080/13600800500283734.
  3. Houlden, S., & Veletsianos, G. Coronavirus pushes universities to switch to online classes - but are they ready?. The Conversation, 12 March. (2020). https://theconversation.com/coronaviruspushes-universities-toswitch-to-online-classes-but-arethey-ready-132728.
  4. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. The difference between emergency remote teaching and online learning. Educause Review, 27 March. (2020). https://er.educause.edu/articles/2020/3/thedifference-between-emergency-remote-teaching-and-online-learning.
  5. Shulman, L. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57, 1-22. (1987). https://doi.org/10.17763/haer.57.1.j463w79r56455411
  6. Angeli, C., & Valanides, N. Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogicalcontent knowledge. Journal of Computer Assisted Learning, 21(4), 292-302. (2005). https://doi.org/10.1111/j.1365-2729.2005.00135.x.
  7. Kali, Y., Goodyear, P., & Markauskaite, L. Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces. Learning, Media and Technology, 36(2), 129-149. (2011) .https://doi.org/10.1080/17439884.2011.553621.
  8. Ching, Y.-H., Hsu, Y.-C., & Baldwin, S. Becoming an online teacher: an analysis of prospective online instructors' reflections. Journal of Interactive Learning Research, 29(2), 145-168. (2018). https://doi. org/10.24059/olj.v22i2.1212.
  9. Ocak, M. A. Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56(3), 689-699. (2011). https://doi.org/10.1016/j.compedu.2010.10.011.
  10. Bates, A. W. Advice to those about to teach online because of the corona-virus. 9 March. (2020). https://www.tonybates.ca/2020/03/09/advice-to-those-about-to-teach-online-because-of-the-corona-virus/
  11. Banks, S., Goodyear, P., Hodgson, V., & McConnell, D. Introduction to the special issue on advances in research on networked learning. Instructional Science, 31, 1-6. (2003). https://doi.org/10.1023/A:1022583918064
  12. De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. Online teaching in networked learning communities: a multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257-286. (2007). https://doi.org/10.1007/s11251-006-9007-0.
  13. Laurillard, D., & Masterman, E. TPD as online collaborative learning for innovation in teaching. In J. O. Lindberg & A. D. Olofsson (Eds.), Online learning communities and teacher professional development: methods for improved education delivery (pp. 230-246). Hershey: IGI Global. (2010).
  14. Kirkwood, A., & Price, L. Technology-enhanced learning and teaching in higher education: what is 'enhanced' and how do we know? A critical literature review. Learning, Media and Technology, 39(1), 6-36. (2014). https://doi.org/10.1080/17439884.2013.770404.
  15. Bayne, S. What's the matter with 'technology-enhanced learning'? Learning, Media and Technology, 40(1), 5-20. (2015). https://doi.org/10.1080/17439884.2014.915851.
  16. Fawns, T. Postdigital education in design and practice. Postdigital Science and Education, 1(1), 132-145. (2019). https://doi.org/10.1007/s42438-018-0021-8.
  17. Goodyear, P. Teaching online. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education. pp. 79-101. (2002). Dordrecht: Kluwer Academic Publishers.
  18. Gonzalez, C. Conceptions of, and approaches to, teaching online: a study of lecturers teaching postgraduate distance courses. Higher Education, 57(3), 299-314. (2009). https://doi.org/10.1007/s10734-008- 9145-1.
  19. Nilson, L. B., & Goodson, L. A. Online teaching at its best: merging instructional design with teaching and learning research. San Francisco: Jossey-Bass. (2017).
  20. Anderson, T. Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning. 2nd Edition. pp. 45-74. (2011). Edmonton: Athabasca University Press.
  21. Anderson, T. Teaching in an online learning context. In T. Anderson (Ed.), The theory and practice of online learning. 2nd Edition. pp. 343-366. (2011). Edmonton: Athabasca University Press.
  22. Bates, A. W., & Poole, G. Effective teaching with technology in higher education. San Francisco: Jossey-Bass. (2003).
  23. Bullen, M., & Janes, D. P. Making the transition to E-learning: strategies and issues. Hershey: Information Science Publishing. (2007).
  24. Bach, S., Haynes, P., & Smith, J. L. Online learning and teaching in higher education. Maidenhead: Open University Press. (2007).
  25. Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17. (2001). https://doi.org/10.24059/olj.v5i2.1875.
  26. Carr-Chellman, A. Instructional design for teachers: improving classroom practice. 2nd Edition. London: Routledge. (2016).
  27. Tennyson, R. D., & Schott, F. Instructional design theory, research, and models. In R. D. Tennyson, F. Schott, N. M. Seel, & S. Dijkstra (Eds.), Instructional design: international perspectives, Theory, research and models, Vol. 1. pp. 1-18. (2010). New York: Routledge.
  28. Richey, R. C., Klein, J. D., & Tracey, M. W. The instructional design knowledge base: theory, research, and practice. New York: Routledge. (2011).
  29. Goodyear, P. Teaching as design. Herdsa Review of Higher Education, 2(2), 27-50. (2015). https://doi.org/10.1111/hea.12037_26.
  30. Bates, A. W. Teaching in a digital age. 2nd Edition. Vancouver: Tony Bates Associates. https://pressbooks.bccampus.ca/teachinginadigitalagev2/. (2019).
  31. Moallem, M. An expert teacher's thinking and teaching and instructional design models and principles: an ethnographic study. Educational Technology Research and Development, 46(2), 37-64. (1998). https://doi.org/10.1007/bf02299788.
  32. Tennyson, R. D., & Breuer, K. Psychological foundations for instructional design theory. In R. D. (2010).
  33. Botturi, L., & Del Percio, M.. Involvement, institutional roles, and design models in e-learning. In U. Bernath & A. Sangra (Eds.), Research on competence development in online distance education and elearning - selected papers from the 4th EDEN Research Workshop in Castelldefels/Spain, October 25- 28, 2006 (pp. 171-187). Oldenburg: BIS-Verlag, ASF series.
  34. Sims, R. Revisiting "beyond instructional design". Journal of Learning Design, 8(3), 29-41. (2015). https://doi.org/10.5204/jld.v8i3.252.
  35. Winters, N., & Mor, Y. IDR: a participatory methodology for interdisciplinary design in technology enhanced learning. Computers & Education, 50(2), 579-600. (2008). https://doi.org/10.1016/j. compedu.2007.09.015.
  36. Parchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. Designing for learning in the yellow house: a comparison of instructional and learning design origins and practices. Higher Education Research & Development, 1-16. (2019).https://doi.org/10.1080/07294360.2019.1704693.
  37. Goodyear, P., & Dimitriadis, Y. In medias res: reframing design for learning. Research in Learning Technology, 21. (2013). https://journal.alt.ac.uk/index.php/rlt/article/view/1391.
  38. Guardia, L., Maina, M., & Sangra, A. MOOC design principles: a pedagogical approach from the learner's perspective. eLearning papers, 33, 1-6. (2013). https://rlibre.teluq.ca/596/1/In-depth_33_4.pdf.
  39. Bogner, A., Littig, B., & Menz, W. Introduction: expert interviews - an introduction to a new methodological debate. In A. Bogner, B. Littig, & W. Menz (Eds.), Interviewing experts (pp. 1-16). (2009). London: Palgrave Macmillan.
  40. Jandric, P., Ryberg, T., Knox, J., Lackovic, N., Hayes, S., Suoranta, J., Smith, M., Steketee, A., Peters, M. A., McLaren, P., Ford, D. R., Asher, G., McGregor, C., Stewart, G., Williamson, B., & Gibbons, A. Postdigital dialogue. Postdigital Science and Education, 1(1), 163-189. (2019). https://doi.org/10.1007/s42438- 018-0011-x.
  41. Picciano, A. G. Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190. (2017). https://doi.org/10.24059/olj.v21i3.1225.
  42. Carr-Chellman, A., & Duchastel, P. The ideal online course. British Journal of Educational Technology, 31(3), 229-241. (2000). https://doi.org/10.1111/1467-8535.00154.
  43. Schon, D. The reflective practitioner: how professionals think in action. London: Temple Smith. (1983).