Chaos: exploring an engaging online model for rapid application during the pandemic
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Chaos: exploring an engaging online model for rapid application during the pandemic Joshua W. Tabor1 Accepted: 6 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the article entitled “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it” (Lee and Hannafin 2016). The authors propose a framework that could assist teachers in their transition from face to face classroom settings to a completely digital, student-centered, learning format. The article provides an outline and questions that can be applied to current teaching methodologies but will require ongoing teacher training. The difficulty in applying this outline is a possible lack of understanding of student-centered learning techniques, lack of time to train teachers and, possibly, teacher apathy towards online education. This article provides an adaptable framework schools can use immediately, and the effectiveness of its application should be studied. Keywords Design framework · Online learning · Student-centered · Technology · Virtual learning
Introduction Many teachers and administrators achieve advanced degrees using online learning methods; however, many of these same educators often discount the benefits of this learning method (Connolly and Diepenbrock 2011). Online learning practices are seen as being good enough for post-secondary coursework, yet inadequate for K-12 students, which has caused school districts to slow the development of their online learning programs and even dismiss online learning completely. Due to COVID-19, school districts are now searching for an online course framework that can be universally applied to help their teachers and students succeed. Unfortunately, pivoting to online learning after decades of dismissing it is not as simple as one would hope. It is not enough to simply take traditional learning and move it to a digital learning platform such as Canvas or Google Classroom. There must be intentional planning and preparation, more than needed in a traditional face to face course (Baran et al. 2013).
* Joshua W. Tabor [email protected] 1
Department of Education, University of North Texas, Denton, TX, USA
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Lee and Hannafin (2016), using constructivist, student-centered theories, have created an online course framework that outlines how schools can adapt their standard curricula to an online format. This framework helps administrators and teachers understand why they need to adjust their lessons and how those changes will prepare them for online teaching. As school districts plan for the upcoming year, they would benefit from allowing their teachers to practice with the framework and setting expectations that some, if not all, of it be followed.
Impact Lee and Hannafin’s student-centered framework, created following the principles of selfdetermination theory, constructivism, and constructionism, has three steps: own it, learn it, share it (p. 723). ‘Own it’
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