Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning

Borup, Jered; Graham, Charles R.; West, Richard E.; Archambault, Leanna; Spring, Kristian J.

doi:10.1007/s11423-020-09744-x

Cited by 140 publications

(178 citation statements)

References 49 publications

Supporting

Mentioning

132

Contrasting

Unclassified

Order By: Relevance

“…In addition to the home learning environment, parental engagement affects children's online learning at home. This finding is echoed in a new learning framework Academic Communities of Engagement (ACE), which identifies both the classroom community (teacher, classmates) and children's personal community as supports for their engagement (Borup et al., 2020). The personal community's informal support for children might fill the gap between their independent ability and academic outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Szente (2020) also observed a teacher using ZOOM to organize a virtual class, in which children could share their real‐life experiences and learning by discussing the days of the week, the weather and what they enjoyed doing in a day or over the course of a week. To support children's positive engagement in online learning (Borup et al., 2020) and maintain their physical development (ECA, 2018), teachers made their online classes more interactive via music time, singing and dancing with the children, and story time. By participating in these activities, these children enhanced their learning online (Szente, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, parents and children who use digital resources (ie, images, videos or online activities) to share positive online experiences can improve their relationships (Takeuchi & Stevens, 2011). Likewise, online learning with peers and a teacher in an online forum can help young children improve their communication skills, and sharing their learning and daily experiences may help maintain or strengthen school–home relationships and social relationships among peers and teachers (Borup et al., 2020; Taylor & Boyer, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Technology integration for young children during COVID‐19: Towards future online teaching

Chiu

Leung

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

To support young children's learning during the coronavirus 2019 (COVID‐19) pandemic, preschool educators in Hong Kong were required to teach with digital technologies. In this study, 1035 educators from 169 preschools reported their views and practices in an online survey, which we examined via multilevel mixed‐response analysis and thematic analysis . More than half of the respondents (53%) expected future online teaching to continue, and only 11% of educators believed that parents would reject this form of delivery. Administrators and teaching assistants were more likely than teachers to expect online preschool teaching to continue in the future. In addition, respondents with existing online platform experience, who taught the upper levels of preschool, or incorporated specific teaching practices (eg, after the online lesson, they assessed children and assigned homework tasks), were more likely than others to expect online teaching in the future. Many of these respondents also reported (a) difficulty with engaging their children when online and (b) inadequate support from parents for learning activities, which reduced the respondents' perceived likelihood of future online teaching. Administrators and teaching assistants were more likely than teachers to believe that parents would accept online teaching in the future. Respondents who felt they had inadequate training to teach online, children in families with inadequate technical skills and parents who believed that online lessons harmed children's well‐being, were less likely than others to believe that parents would accept online teaching in the future. These educators believed that online learning communities could connect parents and schools and foster interaction that could help align with educator's support for children's learning needs. Practitioner notes What is already known about technology integration for young children during COVID‐19 COVID‐19 led to the closure of many schools, requiring teachers to teach online. Barriers to integrating technologies in preschool settings existed before the pandemic. Online teaching can support students' learning, but few studies have examined technology integration for preschoolers at home during a pandemic. What this paper adds This paper adds new data on schooling during a pandemic. During the closures, preschool teachers applied two major online teaching approaches: (a) digital content interaction and (b) online human interaction. Technology integration was added to provide evidence of how teachers applied online learning resources for young children during COVID‐19. During closures, teachers often delivered learning resources via digital‐mediated learning platforms, but they were less likely than other educators to expect onlin...

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Technology integration for young children during COVID‐19: Towards future online teaching

Chiu

Leung

et al. 2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Engaging in remote teaching has clearly been one of the most prominent changes required of teachers (Department for Education, 2020a). This challenge has been exacerbated by pupils’ varying levels of access to online technology (OECD, 2020a) and willingness to engage (Borup et al ., 2020). Furthermore, some teachers may have competing responsibilities, such as home schooling their own children, caring for vulnerable family members, and/or managing their own mental health.…”

Section: Introductionmentioning

confidence: 99%

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

Kim

Asbury

2020

Brit J of Edu Psychol

359

301

View full text Add to dashboard Cite

Background. On 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government. Aims. The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample. Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods. Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted. Results and Conclusions. Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity, and reflections. Teachers' narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined-up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils' experiences of education post-COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers' experiences of COVID-19 in England. On 20 March 2020, after the announcement of a national lockdown, England's schools were closed to all pupils other than key workers' children and those deemed vulnerable. By this date, schools in 137 countries were closed as a result of COVID-19 (The World Bank, 2020). These decisions have affected 1.5 billion students around the world and 11.2 million primary and secondary school pupils in the UK (The World Bank, 2020; UNESCO, 2020a). This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

show abstract

“…Ensure assessment is congruent with intended processes and outcomes. (Garrison, 2017, p. 112) The Community of Inquiry model has been implemented in online synchronous and asynchronous learning successfully (Zydney, Denoyelles, and Seo, 2012;Lambert and Fisher, 2013;Bozkurt, 2019;Archer-Kuhn et al, 2020;Junus et al, 2019;Borup et al, 2020;Suppiah et al, 2020;Zhang, 2020). In particular, positive findings have emerged from the investigation of the implementation of the teaching, social, and cognitive presence (Akyol and Garrison, 2008;Oriogun, 2009;Garrison et al, 2010;Gutiérrez-Santiuste et al, 2015); Kozan, 2016;Yang, 2016;Tirado-Morueta et al, 2016;Richardson et al, 2017;Rolima et al, 2019).…”

Section: Designing Online Learning Environmentsmentioning

confidence: 99%

Digital Learning in Foreign Language Teacher Training in Higher Education: A Case Study

Carlon¹

2020

Proceedings of ADVED 2020- 6th International Conference on Advances in Education

View full text Add to dashboard Cite

show abstract

Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning

Cited by 140 publications

References 49 publications

Technology integration for young children during COVID‐19: Towards future online teaching

Technology integration for young children during COVID‐19: Towards future online teaching

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

Digital Learning in Foreign Language Teacher Training in Higher Education: A Case Study

Contact Info

Product

Resources

About