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Making insights from educational psychology and educational technology research more useful for practice 使教育心理学和教育技术研究的见解对实践更有帮助
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-03 DOI: 10.1080/00461520.2022.2061974
B. Means
{"title":"Making insights from educational psychology and educational technology research more useful for practice","authors":"B. Means","doi":"10.1080/00461520.2022.2061974","DOIUrl":"https://doi.org/10.1080/00461520.2022.2061974","url":null,"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.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"40 1","pages":"226 - 230"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90529567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Situative approaches to online engagement, assessment, and equity 在线参与、评估和公平的情境方法
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-03 DOI: 10.1080/00461520.2022.2079129
D. Hickey
{"title":"Situative approaches to online engagement, assessment, and equity","authors":"D. Hickey","doi":"10.1080/00461520.2022.2079129","DOIUrl":"https://doi.org/10.1080/00461520.2022.2079129","url":null,"abstract":"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.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"164 1","pages":"221 - 225"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76638648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Online learner engagement: Conceptual definitions, research themes, and supportive practices 在线学习者参与:概念定义、研究主题和支持性实践
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-03 DOI: 10.1080/00461520.2022.2089147
Florence Martin, J. Borup
{"title":"Online learner engagement: Conceptual definitions, research themes, and supportive practices","authors":"Florence Martin, J. Borup","doi":"10.1080/00461520.2022.2089147","DOIUrl":"https://doi.org/10.1080/00461520.2022.2089147","url":null,"abstract":"Abstract Online learning has increased in prominence across all levels of education, despite reported learner engagement being lower online than during in-person learning. Most learner engagement research and frameworks have focused on in-person learning environments but new frameworks and strategies for online learner engagement are emerging. In this article, we integrate scholarship from educational technology with scholarship from educational psychology and the learning sciences to argue for a reconceptualization of online learner engagement that considers both critical dimensions of learner engagement and the environmental affordances that influence them. We review literature on cognitive, affective, and behavioral engagement, translating it to online contexts. We introduce five research themes and accompanying frameworks from online learning research that have shaped understanding of learner engagement in online learning environments (i.e., engagement through communication, interaction, presence, collaboration, and community). With this new perspective that synthesizes the dimensions of learner engagement and online environmental affordances, we expand online learner engagement scholarship. Finally, leveraging this reconceptualization, we share an exemplar framework and strategies for supporting online learner engagement followed by recommendations for future research and practice.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"162 - 177"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74342871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 41
Foundations of online learning: Challenges and opportunities 在线学习的基础:挑战与机遇
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-03 DOI: 10.1080/00461520.2022.2090364
Christine Greenhow, Charles R. Graham, Matthew J. Koehler
{"title":"Foundations of online learning: Challenges and opportunities","authors":"Christine Greenhow, Charles R. Graham, Matthew J. Koehler","doi":"10.1080/00461520.2022.2090364","DOIUrl":"https://doi.org/10.1080/00461520.2022.2090364","url":null,"abstract":"Abstract Online learning—learning that involves interactions that are mediated through using digital, typically internet-based, technology—is pervasive, multi-faceted, and evolving, creating opportunities and challenges for educational research in the wake of the COVID-19 pandemic. In this special issue, we advance an interdisciplinary agenda for online learning research at the intersection of educational technology, educational psychology, and the learning sciences. In this first article in the issue, we define online learning including its variants, review historical and current contexts, explore its multidimensionality, and assert key issues shaping contemporary online learning. We propose five important lenses: community, engagement, pedagogy, equity, and design-based research, through which scholarly communities are creating knowledge that influences research and practice in online learning contexts. These lenses highlight points of conceptual overlap between the online and psychological learning literatures. The special issue is organized around these lenses and includes an article representing each one, complemented by commentaries that offer critical appraisal and synthesis.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"27 1","pages":"131 - 147"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81223210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 46
Building bridges to advance the Community of Inquiry framework for online learning 搭建桥梁，推进在线学习的探究社区框架
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-03 DOI: 10.1080/00461520.2022.2089989
P. Shea, Jennifer C. Richardson, Karen Swan
{"title":"Building bridges to advance the Community of Inquiry framework for online learning","authors":"P. Shea, Jennifer C. Richardson, Karen Swan","doi":"10.1080/00461520.2022.2089989","DOIUrl":"https://doi.org/10.1080/00461520.2022.2089989","url":null,"abstract":"Abstract The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"5 1","pages":"148 - 161"},"PeriodicalIF":8.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72797891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 33
Design-based research: What it is and why it matters to studying online learning 基于设计的研究:它是什么，为什么它对在线学习很重要
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-07-01 DOI: 10.1080/00461520.2022.2079128
C. Hoadley, Fabio Campos
{"title":"Design-based research: What it is and why it matters to studying online learning","authors":"C. Hoadley, Fabio Campos","doi":"10.1080/00461520.2022.2079128","DOIUrl":"https://doi.org/10.1080/00461520.2022.2079128","url":null,"abstract":"Abstract The ever-changing nature of online learning foregrounds the limits of separating research from design. In this article, we take the difficulty of making generalizable conclusions about designed environments as a core challenge of studying the educational psychology of online learning environments. We argue that both research and design can independently produce empirically derived knowledge, and we examine some of the configurations that allow us to simultaneously invent and study designed online learning environments. We revisit design-based research (DBR) methods and their epistemology, and discuss how they contribute various types of usable knowledge. Rather than compromising objectivity, we argue for how design researchers can acknowledge their intent and, in so doing, promote ways in which research and design can not only produce better interventions but also transform people and systems.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"9 1","pages":"207 - 220"},"PeriodicalIF":8.8,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87108377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 18
Equity in online learning 在线学习的公平性
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-06-10 DOI: 10.1080/00461520.2022.2062597
Tamara P. Tate, M. Warschauer
{"title":"Equity in online learning","authors":"Tamara P. Tate, M. Warschauer","doi":"10.1080/00461520.2022.2062597","DOIUrl":"https://doi.org/10.1080/00461520.2022.2062597","url":null,"abstract":"Abstract Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework of resources that shape digital inclusion—physical, human, and social—to conceptualize the equity concerns that arose during the pandemic-induced shift to emergency distance learning. This framework reveals equity issues across all three areas from abruptly moving millions into online learning environments without: requisite access to up-to-date computers and broadband internet access, the skills needed to succeed in less structured online classes, or teachers trained to effectively conduct classes online. Finally, we leverage Warschauer’s framework to discuss ways to address these concerns and increase equity in online learning, as well as directions for research.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"73 1","pages":"192 - 206"},"PeriodicalIF":8.8,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77807977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 29
Pillars of online pedagogy: A framework for teaching in online learning environments 在线教学的支柱:在线学习环境中的教学框架
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-06-10 DOI: 10.1080/00461520.2022.2051513
Leanna M. Archambault, Heather M. Leary, K. Rice
{"title":"Pillars of online pedagogy: A framework for teaching in online learning environments","authors":"Leanna M. Archambault, Heather M. Leary, K. Rice","doi":"10.1080/00461520.2022.2051513","DOIUrl":"https://doi.org/10.1080/00461520.2022.2051513","url":null,"abstract":"Abstract The growing shift toward online learning has brought new expectations for teachers, including skills needed to combine content knowledge with engaging pedagogical strategies that leverage the affordances of technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. The challenge is understanding the nature of online pedagogy, the skills needed for teachers to succeed in online settings, and the theoretical underpinnings surrounding why these skills are essential. This article unpacks the foundational components of online pedagogy, comprised of five pillars grounded in the principles of learner-centeredness, constructivism, and situated learning. These pillars include the ability to (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. We describe their theoretical underpinnings, discuss related literature, and consider implications for teacher education with subsequent implications for scholarship across educational technology, educational psychology, and the learning sciences.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"8 1","pages":"178 - 191"},"PeriodicalIF":8.8,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81105159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 53
Can educational psychology be harnessed to make changes for the greater good? 教育心理学能被用来为更大的利益做出改变吗?
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-04-03 DOI: 10.1080/00461520.2022.2052293
F. López
{"title":"Can educational psychology be harnessed to make changes for the greater good?","authors":"F. López","doi":"10.1080/00461520.2022.2052293","DOIUrl":"https://doi.org/10.1080/00461520.2022.2052293","url":null,"abstract":"Abstract As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field’s lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology’s future with a vision toward an anti-racist social purpose of schooling, recommendations and implications for educational psychology are provided.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"33 1","pages":"114 - 130"},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88155836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement 学术发展的复杂社会生态:考察家长、教师和同伴对学生参与的集体影响的生物生态框架和例证
IF 8.8 1区 心理学
Educational Psychologist Pub Date : 2022-04-03 DOI: 10.1080/00461520.2022.2038603
E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann
{"title":"The complex social ecology of academic development: A bioecological framework and illustration examining the collective effects of parents, teachers, and peers on student engagement","authors":"E. Skinner, N. Rickert, Justin William Vollet, T. Kindermann","doi":"10.1080/00461520.2022.2038603","DOIUrl":"https://doi.org/10.1080/00461520.2022.2038603","url":null,"abstract":"Abstract In this article, we aimed to contribute to a fuller understanding of the complex social ecologies that shape students’ academic development by focusing on richer and more precise conceptualizations of mesosystem effects. First, building on bioecological models, we argued for the importance of collective influences, defined as influences from multiple microsystems that act in concert to shape students’ academic functioning and development. We identified three ways collective effects can operate: (1) coactively, (2) contingently, and (3) sequentially. Second, we demonstrated the utility of this framework by using it to organize a narrative review of 32 studies of the effects of parents, teachers, and peers on students’ academic engagement. The framework was used to classify studies, integrate findings, identify trends, and suggest directions for future study. Third, we explored next steps in the conceptualization and study of complex social ecologies, by incorporating perspectives that are more developmental, cultural, sociohistorical, and inclusive.","PeriodicalId":48361,"journal":{"name":"Educational Psychologist","volume":"87 1","pages":"87 - 113"},"PeriodicalIF":8.8,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87495909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 27
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