Abstract

Articles in this special issue on “Diverse Lenses on Improving Online Learning Theory, Research, and Practice” begin to address the gap between (1) research on psychological constructs that are too abstract to guide many instructional decisions and (2) empirically derived guidance that is quite concrete but limited in explanatory value and generalizability. Needed now is a multi-level framework for online learning that offers specific guidance for practitioners’ instructional decisions while also supporting a conceptual organization of accumulated research findings that fosters new insights and research questions. In this commentary, I describe a framework that would encompass multiple kinds of learning; different learning goals; discipline-specific ways of knowing and demonstrating knowledge; key technology features; and learner differences.

摘要

本期特刊关于“改进在线学习理论、研究和实践的不同视角”中的文章开始解决（1）对过于抽象而无法指导许多教学决策的心理结构的研究与（2）经验得出的指导之间的差距。非常具体，但解释价值和普遍性有限。现在需要一个多层次的在线学习框架，为从业者的教学决策提供具体指导，同时支持对积累的研究结果进行概念组织，以培养新的见解和研究问题。在这篇评论中，我描述了一个包含多种学习的框架；不同的学习目标；特定学科的了解和展示知识的方式；关键技术特点；和学习者的差异。