Teachers customizing online approaches may reduce lack of interaction in large classes and isolation in distance education¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? If teachers embrace online learning and customize approaches to make online resources accessible, the interactive and collaborative nature of online learning may help reduce lack of interaction in large classes and isolation in distance education. → Istenič 2021
Evidence¶
Istenič 2021¶
Istenič, A. (2021). Shifting to digital during COVID-19: are teachers empowered to give voice to students? Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09956-9
q1 · i? · theoretical · r2
An unhedged-conditional assertion from the commentary's opening, framed with "may help reduce"; the article presents no data testing this proposition.
"If teachers embrace online learning and customize their approaches to make online resources accessible to students, the interactive and collaborative nature of online learning may help reduce the lack of interaction in large classes and isolation in distance education"
Discussion¶
Learner Variables¶
- Social Supports — outcome: instruction changes it
Related Claims¶
- The student-tutor relationship alone is judged insufficient: peer mixing and virtual communities are needed to counter isolation in online research supervision — related
- Most surveyed teachers make small customizations to OpenSciEd materials often or daily, commonly to shorten lessons, increase engagement, support prior knowledge and increase relevance — related
- Teachers valued interactive discussion-based training but identified unfamiliarity with online resources as a challenge when transitioning to distance learning. — related
- Lack of interpersonal engagement, interaction and collaboration, plus reduced social contact and isolation (45%), negatively impacted many students' online learning experience — related
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