Giải quyết các khác biệt giữa giảng dạy trực tuyến và giảng dạy tại cơ sở: một phản hồi tập thể cho Tuyên ngôn giảng dạy trực tuyến (Bayne và cộng sự 2020)

Alison MacKenzie1, Alexander Bacalja2, A. Devisakti3, Argyro Panaretou4, Prajakta Girme5, Maria Cutajar6, Sandra Abegglen7, Marshall Evens7, Fabian Neuhaus7, Kylie Wilson7, Katerina Psarikidou8, Marguerite Koole9, Stefan Hrastinski10, Sean Sturm11, Chie Adachi12, Karoline Schnaider13, Aras Bozkurt14, Chrysi Rapanta15, Chryssa Themelis16, Klaus Thestrup17, Tom Gislev18, Alex Örtegren19, Eamon Costello5, Gideon Dishon20, Michael Hoechsmann21, Jackeline Bucio22, Guadalupe Vadillo22, Melchor Sánchez‐Mendiola23, Greta Goetz24, Hélder Lima Gusso25, Janine Aldous Arantes26, Pallavi Kishore27, Mikkel Lodahl28, Juha Suoranta29, Lina Markauskaitė30, Sara Mörtsell31, Tanya O’Reilly32, Jack Reed33, Ibrar Bhatt1, Cheryl Brown34, Kathryn MacCallum34, C. J. Ackermann35, Carolyn Alexander36, Ameena Payne37, Rebecca Bennett38, Cathy Stone39, Amy Collier40, Sarah Lohnes Watulak41, Petar Jandrić42, Michael A. Peters43, Lesley Gourlay44
1School of Social Sciences, Education and Social Work, Queen's University Belfast, Belfast, BT7 1HL, UK
2Melbourne Graduate School of Education, University of Melbourne, Melbourne, Australia
3National Higher Education Research Institute (IPPTN), Universiti Sains Malaysia, Penang, Malaysia
4Department of Accounting and Finance, Lancaster University, Lancaster, UK
5Dublin City University, Dublin, Ireland
6Department of Arts, Open Communities & Adult Education, University of Malta, Msida, Malta
7School of Architecture, Planning and Landscape, University of Calgary, Calgary, Canada
8Science Policy Research Unit, University of Sussex, Brighton, UK
9Educational Technology & Design, Department of Curriculum Studies, University of Saskatchewan, Saskatoon, Canada
10Division of Digital Learning, KTH Royal Institute of Technology, Stockholm, Sweden
11Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand
12Digital Learning, Deakin University, Melbourne, Australia
13Department of Education, Umeå University, Umeå, Sweden
14Open Education Faculty, Distance Education Department, Anadolu University, Eskişehir, Turkey
15Faculty of Social Sciences and Humanities, Universidade Nova de Lisboa, Lisbon, Portugal
16Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway
17Danish School of Education, Aarhus University, Aarhus, Denmark
18Centre for Educational Development, Aarhus University, Aarhus, Denmark
19Department of Applied Educational Science, Umeå University, Umeå, Sweden
20Dept of Education, Ben Gurion University, Beersheba, Israel
21Lakehead University Orillia, Heritage Place, 1 Colborne Street West Orillia, Orillia, ON, L3V 7X5, Canada
22Online High School & MOOC, Open University, Educational Innovation and Distance Education Office, Universidad Nacional Autónoma de México, Mexico City, Mexico
23Open University, Educational Innovation and Distance Education Office, Coordinator, Universidad Nacional Autónoma de México, Mexico City, Mexico
24English Department, Faculty of Philology, University of Belgrade, Studentski trg 3, 11000, Belgrade, Serbia
25Department of Psychology, Federal University of Santa Catarina, Florianopolis, Brazil
26Institute of Sustainable Industries and Livable Cities (ISILC), College of Arts and Education, Victoria University, Footscray Park Campus, Footscray, Australia
27Jindal Global Law School, O.P. Jindal Global University, Sonipat, India
28Institute for Danish Game Development, Dania Academy, Grenaa, Denmark
29Faculty of Social Sciences, Tampere University, Tampere, Finland
30The University of Sydney, Sydney, NSW, 2006 Australia
31Department of Education, University of Gävle and Umeå University, Umeå, Sweden
32Department of Education, Stockholm University, Stockholm, Sweden
33Moray House School of Education and Sport, The University of Edinburgh, Edinburgh, Scotland
34School of Educational Studies and Leadership, University of Canterbury, Private Bag 4800, Christchurch, New Zealand
35Future Learning and Development, University of Canterbury, Private Bag 4800, Christchurch, New Zealand
36FarNet, 230 Port Marsden Highway, Ruakākā, RD1, Whangarei, 0171, New Zealand
37School of Arts and Education, Deakin University, Melbourne, Australia
38Kulbardi Aboriginal Centre, Murdoch University, Perth, Australia
39University of Newcastle, Newcastle, Australia
40Office of Digital Learning and Inquiry, Office of the Provost, Middlebury College, Middlebury, VT, USA
41Office of Digital Learning and Inquiry, Middlebury College, Middlebury, VT, USA
42Zagreb University of Applied Sciences, Zagreb, Croatia
43Beijing Normal University, Beijing, China
44University College London Institute of Education, London, UK

Tóm tắt

Tóm tắt

Bài viết này là một phản hồi tập thể đối với phiên bản năm 2020 của Tuyên ngôn giảng dạy trực tuyến. Được công bố lần đầu vào năm 2011 dưới dạng 20 phát biểu đơn giản nhưng kích thích tư duy, mục tiêu của nó là, và vẫn tiếp tục là, thách thức một cách nghiêm túc sự bình thường hóa giáo dục như một doanh nghiệp công nghệ-corporate và việc không tính đến các phương pháp số trong giảng dạy tại Giáo dục Đại học. Tuyên ngôn năm 2020 Tuyên ngôn tiếp tục theo cách thức kích thích tư duy tương tự, và, như các phản hồi được tập hợp ở đây thể hiện, việc phát hành của nó không thể kịp thời hơn. Mặc dù Tuyên ngôn được viết trước đại dịch Covid-19, nhiều phản hồi được tập hợp ở đây không thể tránh khỏi việc phản ánh những trải nghiệm chuyển đổi sang giảng dạy số, từ xa, trực tuyến dưới điều kiện chưa từng có. Như những đóng góp này chỉ ra, những thách thức rất đa dạng và nhiều mặt, từ những cơ hội đột phá tích cực mà học tập số đã mang lại cho nhiều sinh viên, bao gồm cả sinh viên khuyết tật, đến những vấn đề như mạng lưới số kém và khả năng tiếp cận, cũng như sự nghèo nàn số. Bất kể bản chất của từng phản hồi, khi được xem xét đồng thời, chúng cho thấy rằng Tuyên ngôn giảng dạy trực tuyến cung cấp những hiểu biết đáng hoan nghênh và lời khuyên thực tiễn về cách giảng dạy trực tuyến, và đối diện một cách sáng tạo với ưu thế của giảng dạy mặt đối mặt.

Từ khóa


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