Abstract:
Closed campuses, working remotely, and physical distancing have changed the way we work, teach, learn, shop, attend conferences, and interact with family and friends. But the Covid-19 pandemic has not changed what we know about creating high-end online education. Two decades of research has shown that online education often fails to fulfill its promise, and the emergency shift to remote instruction has, for many, justified their distrust and dislike of online learning. Low interactivity remains a widely recognized short-coming of current online offerings. Low interactivity results, in part, from many faculty not feeling comfortable being themselves online. The long-advocated for era of authentic assessments is needed now more than ever. Finally, greater support is needed for both underrepresented students and for faculty to move beyond basic online instruction to create a strong continuum of care between the teaching and learning environment and the student support infrastructure. For those who have been long-term champions of online education, it has never been more important to confront the three biggest challenges that continue to haunt online education – interactivity, authenticity, and support. Only by confronting these challenges squarely can instructors, educational developers, and their institutions take huge steps towards better online instruction in the midst of a pandemic and make widespread, high-quality online education permanently part of the “new normal.”
Table of ContentsEditorialEditorialHTML PDF MP3 EPUBGeorge Siemens, Grainne Conolei-iv
Research Articles
Interconnecting networks of practice for professional learningHTML PDF MP3 EPUB
Julie Mackey, Terry Evans1-18
The challenges to connectivist learning on open online networks: Learning experiences during a massive open online courseHTML PDF MP3 EPUB
Rita Kop19-38
Emergent learning and learning ecologies in Web 2.0HTML PDF MP3 EPUB
Roy Williams, Regina Karousou, Jenny Mackness39-59
EduCamp Colombia: Social networked learning for teacher trainingHTML PDF MP3 EPUB
Diego Ernesto Leal Fonseca60-79
Three generations of distance education pedagogyHTML PDF MP3 EPUB
Terry Anderson, Jon Dron80-97
Connectivism: Its place in theory-informed research and innovation in technology-enabled learningHTML PDF MP3 EPUB
Frances Bell98-118
Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practiceHTML PDF MP3 EPUB
Grainne Conole, Rebecca Galley, Juliette Culver119-138
Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learningHTML PDF MP3 EPUB
Andrew Ravenscroft139-160
Proposing an integrated research framework for connectivism: Utilising theoretical synergiesHTML PDF MP3 EPUB
Bopelo Boitshwarelo