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.

摘要

向在线学习的日益转变为教师带来了新的期望，包括将内容知识与利用技术提供的引人入胜的教学策略相结合所需的技能。因此，在线教学法在现代学校中变得越来越重要。挑战在于了解在线教学法的性质、教师在在线环境中取得成功所需的技能，以及围绕这些技能为何必不可少的理论基础。本文解开在线教学法的基本组成部分，由以学习者为中心、建构主义和情境学习原则为基础的五个支柱组成。这些支柱包括（a）建立关系和社区的能力，（b）结合主动学习，（c）利用学习者机构，（d）拥抱掌握学习，(e) 个性化学习过程。我们描述了他们的理论基础，讨论了相关文献，并考虑了对教师教育的影响以及随后对教育技术、教育心理学和学习科学的学术影响。