揭示了有效交付K-12在线教育的策略
For Immediate Release
North Carolina State University researchers released findings from an analysis of 284 different studies on the challenges and best practices for teaching K-12 classes online – an effort launched during the COVID-19 pandemic to help teachers and administrators as they transitioned rapidly to online instruction.
研究人员使用了这些发现，现在已经出版in审查教育研究，为教师开发一系列免费的在线和异步专业发展课程。在大流行的早期，这些课程是在线向1000多名教师提供的。
该研究的主要作者说：“我们已经了解了很多关于美国高等教育中在线教学有效的知识，但我们想看看什么对K-12有效。”卡拉·约翰逊（Carla C. Johnson）, professor of science education at NC State. “We noticed that many teachers hadn’t had any training for online instruction; we have been preparing them to teach face-to-face. Ultimately, we found that some of the strategies that worked well in-person also worked online, with some modifications.”
在他们的分析中，研究人员搜索了K-12教育的在线，虚拟，距离或远程交付的现有研究。在审查了关键主题的研究之后，研究人员透露了有效的在线教学所需的三个基本要素：在线教学中的教师培训；地区和学校获得技术和互联网；以及在教学计划中考虑学生发展水平的考虑，例如学生是否能够独立学习。
“You have to have a good foundation to build your home on, or you’re going to have challenges down the road,” Johnson said. “For example, in terms of student development, we know that adults can sit in front of a computer, but when you’re thinking about elementary school children, and even some in middle school, teachers need parents’ partnership to make sure students are set up to be successful, to have a schedule they follow, and to keep distractions out of the way. Teachers have to think about breaking up instructional delivery into smaller time increments.”
此外，该研究揭示了一个在线K-12教学基本方面的概念框架。首先考虑的是课程设计。研究人员报告说，易于导航和组织的课程可以帮助减少学生的“认知负担”，或者他们为在线访问该课程所需的努力。约翰逊说：“有很多设计原则可以确保K-12学生能够在线找到事物并在网上找到操作，因此不会阻碍学习。”
另一个关键因素是教师是否为学生开发了一种社区感，以便他们可以在在线课堂上在社交和情感上建立联系。约翰逊说：“有一些策略和工具可以使课程更加互动，并确保孩子不会感到孤立或在网上迷失 - 彼此之间有联系。”“当您教别人或与他人一起讨论您的学习内容时，还有更多机会应用信息并发展更深入的概念理解。”
成功在线教学的其他重要因素是：所有能力学生的课程信息的可访问性；支持的课堂环境；量身定制的指导以满足个人或学生团体的需求；“积极学习”策略，使学生感兴趣或兴奋；并实时评估学生学习。
A major challenge researchers faced in completing the analysis was that many schools in the United States used online course delivery in limited ways before the pandemic; for example, many schools used online learning for just a single type of course. Learning entirely online was mostly restricted to charter schools for students who chose it. That meant findings from those settings were limited in terms of their application for taking face-to-face schools fully online during a pandemic or in a rapid manner.
约翰逊说：“在过渡到在线学习的过程中，学校在某些情况下拿了柠檬并制作了柠檬水，但是现在我们需要在K-12在线学习领域进行更多研究，以找出有效的方法。”“我们需要学习如何以更好，更有效的方式前进。例如，我们发现关于教学特定学科的研究（例如，在k-12上的在线教学数学和科学）几乎没有（如果有的话）。”
此外，约翰逊说，有必要解决全国学校系统的在线资源和教师培训的差异，并将其作为教师准备计划的重点。
“We need to continue to build resources for schools that don’t have as much access to money or training,” she said.
To learn more about the study and the free online course for teachers, visithttps://research.ced.ncsu.edu/bpk12ot/.
这项研究是“美国K-12教育中的在线教学：系统评价”在线发表在线审查教育研究. Co-authors included Janet B. Walton, Lacey Strickler, and Jennifer B. Elliott. The research was supported by the U.S. Department of Education’s Institute of Education Sciences under a subcontract to North Carolina State University, via contract 91990020F0350 to Grant Thornton Public Sector LLC. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. government.
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Note to editors：摘要跟随。
“Online Teaching in K-12 Education in the United States: A Systematic Review”
作者：Carla Johnson，Janet B. Walton，Lacey Strickler和Jennifer B. Elliott。
出版8月3日在线审查教育研究.
Abstract: The transition to fully or partially online instruction for K-12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K-12 student learning in online settings in emergency situations but also, more troublingly, in K-12 online teaching and learning more generally. A systematic review of literature regarding K-12 online teaching and learning in the United States (U.S.) was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation’s educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K-12 online settings (prepared educators, technology access and autonomy, students’ developmental needs and abilities, and students’ self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment).
