Fostering inclusion for all students in online social learning networks
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Fostering inclusion for all students in online social learning networks Koshi Dhingra1 Accepted: 6 November 2020 © Association for Educational Communications and Technology 2020
Abstract This paper is in response to the manuscript entitled “Designing for 21st century learning online: a heuristic method to enable educator learning support roles” (Nacu et al., in Educ Technol Res Dev 66:1029–1049, 2018) from an inclusion perspective. In today’s world, given the central importance of online learning to diverse students and educators, there is a critical need for clear descriptions of adult educator support roles in online education as well as convenient and insightful assessment methods of online learning platforms. Heuristic evaluation of an online learning platform allowed for inexpensive and useful understandings of adult support roles in an online social learning platform. More detailed evaluation of online learning interactions could be useful in deepening understandings about student interactions, their prior experiences, and educator feedback. Educator support roles are key to fostering inclusion in student learning communities in online settings just as they are in classroom settings. This paper describes specific roles that are important and raises questions about system design and professional development that all online learning platforms should consider. Further study of varied aspects of system design and of educator professional development is also recommended. Educator support roles in online learning represent an important field of study, especially as it relates to supporting learning by all children inclusively. Keywords Inclusion · Education technology · Online social learning network · Educator learning support roles · Heuristic evaluation methods · System design · Professional development of online educators
Response to: Nacu, D., Martin, C.K., & Pinkard, N. Designing for 21st century learning online: a heuristic method to enable educator learning support roles. ETRD 66, 1029–1049 (2018). * Koshi Dhingra [email protected] 1
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Introduction Thoughtful and equitable educator facilitation of student learning is pivotal in online learning environments as it is in all learning environments. It is critically important that educators are provided clear and specific avenues to support and to be inclusive of all students, including those who may have fewer prior experiences that are leveraged by the platform in question, and as a result of which their participation may suffer. Nacu et al. (2018) put the spotlight on an important research and evaluation area by including a systematic focus on questions of how user interfaces, social learning networks, and online teaching roles all interact to shape the learning experiences for students.
Online learning and need for inclusion efforts With continuously increasing usage of online learning platforms to engage youth, design of educator support roles needs attention
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