Online Learning for All

Deborah A. Scigliano, David Parker
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Abstract

The current pandemic has brought to light two areas of the online American educational system that need to be improved. One is the need to promote a greater sense of online teaching efficacy, leading to the ability to navigate the online teaching environment to promote student learning. The other is addressing the disparities that the pandemic uncovered associated with involving all learners in the online environment. Online learning for all learners and structures/systems that support equity is needed to have a seat at the table, whether that table is face-to-face or online. This chapter will address best practices of engaging learners in an online environment that can positively impact teacher online self-efficacy. The institutional culture and climate which led to the disparities that left many institutions rushing to make sure that all their learners would be served will be examined.
全民在线学习
当前的大流行暴露了美国在线教育系统中需要改进的两个方面。一是需要提升更大的在线教学效能感,从而有能力驾驭在线教学环境,促进学生的学习。另一个目标是解决疫情暴露出的与让所有学习者参与在线环境相关的差异。所有学习者和支持公平的结构/系统都需要在线学习,无论是面对面的还是在线的。本章将讨论在线环境中吸引学习者的最佳实践,这些实践可以积极影响教师的在线自我效能感。导致差异的机构文化和氛围,使得许多机构急于确保所有的学习者都能得到服务,这些都将受到审查。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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