新冠肺炎导致教室无墙：教学和内容知识（PCK）能提供什么？

Q2 Social Sciences

Journal of Educators Online Pub Date : 2023-03-31 DOI:10.21203/rs.3.rs-2706542/v1

Michelle Bedeker

{"title":"新冠肺炎导致教室无墙：教学和内容知识（PCK）能提供什么？","authors":"Michelle Bedeker","doi":"10.21203/rs.3.rs-2706542/v1","DOIUrl":null,"url":null,"abstract":"The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.","PeriodicalId":39419,"journal":{"name":"Journal of Educators Online","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?\",\"authors\":\"Michelle Bedeker\",\"doi\":\"10.21203/rs.3.rs-2706542/v1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.\",\"PeriodicalId\":39419,\"journal\":{\"name\":\"Journal of Educators Online\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-03-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Educators Online\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.21203/rs.3.rs-2706542/v1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Educators Online","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.21203/rs.3.rs-2706542/v1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

这场大流行带来了无数关于技术如何取代面对面教学的建议。本文阐述了教学哲学如何影响在线课程决策，以及PCK框架如何在紧急在线教学(EOT)中为思考认识论获取和社会正义提供了一个门户。本研究遵循了一个内在的案例研究设计，包括多个数据集，通过归纳、演绎和轴向编码进行分析，然后在学生的反思日记、FlipGrid记录、日常任务和课程结束反馈中归纳出模式。结果表明，一个协作的在线实践社区、自主学习和综合评估为学生提供了机会，并鼓励了他们的声音和参与。因此，covid -19后的PCK在高等教育的教学设计和解放式在线教学方面具有潜力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

COVID-19 Resulted in Classrooms Without Walls: What can Pedagogical and Content Knowledge (PCK) Offer?

The pandemic resulted in countless tips about how technology can replace face-to-face instruction. This paper illustrates how pedagogical philosophies can impact online course decisions and how a PCK frame offers a gateway for thinking about epistemological access and social justice during Emergency Online Teaching (EOT). This research followed an intrinsic case study design including multiple data sets that were analyzed through inductive, deductive, and axial coding before generalizing patterns across students' reflective journals, FlipGrid recordings, daily tasks, and end-of-course feedback. The results showed that a collaborative online community of practice, self-directed learning, and integrated assessment provided student access and encouraged voice and engagement. Thus, post-COVID-19 PCK holds potential for instructional design and emancipatory online pedagogies in higher education.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Educators Online Social Sciences-Education

CiteScore

1.20

自引率

0.00%

发文量

审稿时长

16 weeks

期刊介绍： JEO features theoretical and empirically-based research articles, critical reflection pieces, case studies, and classroom innovations relevant to computer-mediated learning (including teaching, learning, assessment, pedagogy, content and organizational issues). Manuscripts must be appropriately grounded within relevant literature and justified with theory, evidence, and/or research; qualitative, quantitative and mixed-methods are appropriate.