Abstract

The articles in this special issue on Improving Online Learning Theory, Research, and Practice characterize online learning using a set of “diverse lenses.” Most of these articles draw primarily from modern socio-constructivist perspectives and applied psychological constructs derived from more basic research. My strong embrace of situated cognition and design-based methods led to questions about how key issues in online learning such as online engagement, summative and formative assessment, and equitable learning were conceptualized. Specifically, I contrast how the socio-constructivist approaches in most of the articles might be re-conceptualized in a situative approach called participatory learning and assessment. I conclude by summarizing the potential value of a deeper embrace of situativity in online learning theory and research.

摘要

本期关于改进在线学习理论、研究和实践的特刊中的文章使用一组“不同的镜头”来描述在线学习。这些文章中的大多数主要来自现代社会建构主义观点和来自更基础研究的应用心理学建构。我对情境认知和基于设计的方法的强烈拥护引发了关于如何将在线学习中的关键问题（如在线参与、总结性和形成性评估以及公平学习）概念化的问题。具体来说，我对比了大多数文章中的社会建构主义方法如何在称为参与式学习和评估的情境方法中重新概念化. 最后，我总结了在线学习理论和研究中更深入地接受情景性的潜在价值。