Caring in a technology-mediated online high school context

Velásquez, Andrea; Graham, Charles R.; Osguthorpe, Richard D.

doi:10.1080/01587919.2013.770435

Cited by 44 publications

(34 citation statements)

References 34 publications

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“…This notion of nurturing and supporting students via a care pedagogy may allow university teachers to plan more effective and supportive ERT designs. For example, design work could be informed by continuous dialog, clarity of communication, and promptness (Velasquez et al 2013 ). Instructors may pre-consider students’ needs in design process and place resources, such as frequently asked questions, introductory videos, and assignment rubrics in an easily accessible location on the course delivery platform to avoid unnecessary questions from students and to let them find the critical course information at ease (Robinson et al 2020 ).…”

Section: Considerations For Pedagogy Of Care During Ertmentioning

confidence: 99%

“…Another critical consideration for implementing pedagogy of care in ERT is to ensure a timely response to student inquiries and questions as well as feedback to student assignments. Furthermore, designing assignments with more flexible deadlines could be reflected in ERT design as learners’ obligations with their family, jobs, and other engagements are more than likely to increase during crisis times such as COVID-19 (Robinson et al 2020 ; Velasquez et al 2013 ).…”

Section: Considerations For Pedagogy Of Care During Ertmentioning

confidence: 99%

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Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach

Karakaya

2020

Education Tech Research Dev

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This paper is in response to the article entitled "The process of designing for learning: understanding university teachers' design work" (Bennett et al., Educ Tech Res Dev 65:125-145, 2017). Bennett et al. (Educ Tech Res Dev 65:125-145) present a descriptive model of the design process that reports findings from a qualitative study investigating the design processes of 30 instructors from 16 Australian universities through semi-structured interviews. This exploratory study provides rich, contextualized descriptions about university teachers' design process and pinpoints key design characteristics as top-down, breadthfirst, iterative, responsive, and reflective. These key design characteristics revealed by the rich contextual descriptions could provide applicable insights into the design process especially for new instructors. The findings of the study could inform how learning design could be adapted during an emergency remote teaching (ERT) as it is dynamic and open to revision. A noteworthy limitation of the study is that complementary data such as design artifacts could be utilized to ensure data triangulation in addition to self-reported data obtained via interviews. The study found that university instructors' design process did not appear to draw on instructional design models. Therefore, future studies could focus on to what extent and how such models could be used by university instructors. Lastly, future studies may explore how technology is used in ERT design to support their needs. In this article, I share how design can be informed by humanizing pedagogy and pedagogy of care during ERT. Keywords Design • Emergency remote teaching • ERT • Design process • Studentcentered • Humanizing pedagogy • Pedagogy of care In the midst of the COVID-19 outbreak, many higher education institutions around the world had to make a sudden shift to online instruction. The abrupt transition to online instruction was named as "emergency remote teaching" (ERT) due to the challenges caused by the outbreak (Hodges et al. 2020, para. 5; Milman 2020, para. 3). It is known Notes: "University teacher" and "university instructor" are used interchangeably in the paper.

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Section: Considerations For Pedagogy Of Care During Ertmentioning

confidence: 99%

Section: Considerations For Pedagogy Of Care During Ertmentioning

confidence: 99%

Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach

Karakaya

2020

Education Tech Research Dev

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“…Care ethics and care theories have been applied in the areas of education, communities, families, and, more recently, global affairs and justice, with the roots of care theory being the fundamental responsibility we have for one another (Noddings, 2012). Velasquez, Graham, & Osguthorpe (2013) examined care pedagogy and how caring is experienced in a technology-mediated setting in an online high school. The findings revealed that continuous dialogue, promptness and clarity of the communications are a part of caring pedagogy.…”

Section: Approaches For Online Collaborative Learningmentioning

confidence: 99%

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Robinson¹,

Kilgore²,

Warren³

2017

OLJ

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The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online collaborative opportunities offered in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. The three main themes that emerged from this study are: the importance of online communication approaches, challenges and supports for online collaborative learning, and online learner support as the core of online learning. In the online classroom, additional factors must be considered in order to develop successful online collaborative learning. Beyond group work, these considerations include additional time and nurturing, scaffolding, instructional design, and understanding students' comfort level with collaborative online work. The findings of this study are discussed, and recommendations are provided for the development and design of meaningful online collaborative learning.

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“…Research has found K-12 online teachers can provide a high degree of support that builds close, caring relationships with some students (Velasquez, Graham, & Osguthorpe, 2013). However, supplemental courses rely heavily (if not exclusively) on asynchronous communication, making it difficult for online teachers to provide all of their students with the timely support they require (Rice & Carter, 2016).…”

mentioning

confidence: 99%

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

Borup

Chambers

Stimson³

2019

OLJ

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In an attempt to better support their students and reduce online course attrition rates, some brickand-mortar K-12 schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, 70 students completed a survey and 51 students participated in one of eight focus groups to share their perceptions and experiences regarding online teacher and on-site facilitator support. Findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students' on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

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Caring in a technology-mediated online high school context

Cited by 44 publications

References 34 publications

Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach

Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach

Care, Communication, Support: Core for Designing Meaningful Online Collaborative Learning

Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

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