确定课堂教师如何发展在线存在:打破在线学习的第四道障碍
Sarah Prestridge1, Katherine Main1, Mirjam Schmid1
1School of Education and Professional Studies, Griffith University, Mt Gravatt Campus 176 Messines Ridge Road Mount Gravatt, Brisbane, QLD 4122 Australia.
概括
经验丰富的教师通过培养学生的联系和存在来导航在线"第四墙". 战略重点是个人参与,而不是在虚拟教室中的同行互动.
科学领域:
- 教育技术的教育技术
- 在线教学在线教学
- 教师培训 培训教师培训
背景情况:
- 这是一个很棒的节目,这是一个很棒的节目.
- 第四个墙上的第四个墙.
- 在线教学提出了一个独特的挑战,由于缺乏非语言线索,阻碍了教师与学生的联系.
研究的目的:
- 探索经验丰富的教师如何管理在线教学.
- 第四个墙上的第四个墙.
- 并确定用于促进存在的教学策略.
主要方法:
- 与22位经验丰富的在线教师进行了半结构化访谈.
- 数据分析侧重于在线学习环境中的个人存在,现场存在和共同存在.
主要成果:
- 确定了七种类型的个人存在,四种类型的场所存在和三种类型的共同存在.
- 教师优先发展学生与课程的个人联系,而不是学生对学生的参与 (共同存在).
- 现场存在是线上学习空间本身的代表.
结论:
- 教师采用特定的策略,在在线环境中建立不同类型的存在.
- 结果为改善混合和在线学习环境提供了见解.
- 了解和解决在线问题
- 第四个墙上的第四个墙.
- 对于有效的数字教学至关重要.
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