Making insights from educational psychology and educational technology research more useful for practice

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2022-07-03 DOI:10.1080/00461520.2022.2061974

B. Means

引用次数: 2

Abstract

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.

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使教育心理学和教育技术研究的见解对实践更有帮助

在本期“提高在线学习理论、研究和实践的不同视角”特刊中，文章开始解决以下两方面的差距:(1)对心理结构的研究过于抽象，无法指导许多教学决策;(2)经验推导的指导非常具体，但在解释价值和概括性方面受到限制。现在需要的是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的指导，同时也支持积累的研究成果的概念性组织，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;了解和展示知识的特定学科方式;关键技术特点;以及学习者的差异。

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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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.