to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Cultivating Communities of Practice: A Guide to Managing Knowledge

The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.

/pdf/online-university-teaching-during-and-after-the-covid-19-3h8e2qfq5p.pdf

Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity

The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, incl...

https://www.tandfonline.com/doi/pdf/10.1080/10494820.2020.1813180

Covid-19 pandemic and online learning: the challenges and opportunities

At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.

http://www.asianjde.com/ojs/index.php/AsianJDE/article/download/447/297

Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic

The Difference Between Emergency Remote Teaching and Online Learning

Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching

Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments

Very few academic programs in pre-service teacher education include opportunities for current and future K-12 educators to develop the necessary skills to teach in an online setting. While limited research has been done related to the preparation of teachers for online instruction, the evidence-based best practices in the field of instructional design and technology can inform graduate curriculum development in this area. This chapter presents a current review of academic programming and trends related to preparing K-12 educators to be effective teachers in online and blended learning environments. Additionally, essential skills and knowledge for teaching online in the K-12 context will be explored and recommendations made for curricular planning to meet these necessary competencies.

Ensuring Virtual Success: Graduate Preparation to Teach Online in the K-12 Context

This chapter examines the decisions and processes that were taken to establish and support a regional Community of Practice (CoP). The CoP described in this chapter formed in 2014 and generally located in the Mid-Atlantic region of the United States, was conceived to connect practicing professionals in the fields of both instructional design and professional development. The goal of forming this regional network was to allow members to connect locally with others in the profession to promote knowledge and innovation sharing in the fields of teaching and learning. In this chapter, founding members of the advisory board describe the decisions made by those forming the community, as well as the steps taken to sustain the community over time, including the planning and hosting of an annual in-person meeting for community members to attend; built-in opportunities for informal mentorship; and virtual gatherings and professional development offerings designed to connect and sustain community membership and engagement throughout the year. 

Mark Aaron Bond

Papers

The Difference Between Emergency Remote Teaching and Online Learning

Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching

Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments

Ensuring Virtual Success: Graduate Preparation to Teach Online in the K-12 Context

Creating and Cultivating a Regional Community of Practice for Instructional Design and Faculty Development Practitioners