Educator learner-support roles in online education should be fulfilled from a contextual perspective, following Nacu et al.'s (2018) guidelines¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues that enabling educators to fulfill learner support roles in online education requires a contextual perspective, building on Nacu et al.'s (2018) guidelines. → Stefaniak 2021

Evidence¶

Stefaniak 2021¶

Stefaniak, J. (2021). Policy and contextual considerations for enabling learning support roles in digital environments. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09853-7

q1 · i? · theoretical · r1

Commentary abstract stating the paper's position: it responds to Nacu et al.'s (2018) guidelines "to enable educators to fulfill learner support roles in online education from a contextual perspective". No data or empirical test is reported; this is the authors' stated position.

"This paper is in response to Nacu et al.'s (Educ Technol Res Dev 66(4):1029–1049, 2018) guidelines to enable educators to fulfill learner support roles in online education from a contextual perspective"

Discussion¶

Related Claims¶

• Nacu et al.'s heuristic method for enabling educator learning-support roles can be utilized during the COVID-19 pandemic — related
• Realizing the full potential of the Nacu et al. heuristic requires repositioning online learning as a knowledge-building environment — related
• Nacu, Martin, and Pinkard's heuristic method addresses the questions educators faced during the COVID-19 school closures — related
• Heuristics alone do not prepare network designers or teachers to enact student-centered online learning environments — related
• Nussbaum and colleagues argue critical thinking and creativity, intersected with grit, are central 21st-century components in online learning design — related
• Meier and Stefaniak highlight educators' professional development and organizational support as policy-level needs for online learning — related