The rapid shift to OBL affected teacher emotion and motivation, which are connected to teacher learning about OBL¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Beyond visible physical and logistical changes, less evident personal factors such as teacher emotion and motivation were impacted by the drastic change in professional responsibilities during the shift to OBL. → Barbara B. Lockee 2021 q1 i? Citing Kim and Pekrun (2014), the author contends emotions influence cognitive processes and strategies, decision-making, and motivation, factors reciprocal and connected to learning, including teacher learning related to OBL. → Barbara B. Lockee 2021 (2)

Evidence¶

Barbara B. Lockee 2021¶

Barbara B. Lockee. (2021). Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era. Education Tech Research Dev 69. https://doi.org/10.1007/s11423-020-09836-8

q1 · i? · theoretical · r2

Author's interpretive statement in the Limitations section: "less evident personal factors, such as teacher emotion and motivation, have been impacted" by the drastic change in professional responsibilities. No empirical data are presented in this commentary.

"In addition to the visible changes in the physical and logistical implications of the sudden pivot to OBL, less evident personal factors, such as teacher emotion and motivation, have been impacted by the drastic change in professional responsibilities."

Barbara B. Lockee 2021 (2)¶

Barbara B. Lockee. (2021). Shifting digital, shifting context: (re)considering teacher professional development for online and blended learning in the COVID-19 era. Education Tech Research Dev 69. https://doi.org/10.1007/s11423-020-09836-8

q1 · i? · theoretical · r2

The commentary attributes to Kim and Pekrun (2014) the contention that emotions influence cognitive processes, decision-making, and motivation, connected reciprocally to learning including teacher learning related to OBL. Secondhand attribution; no independent evidence.

"Kim and Pekrun (2014) contend that emotions influence cognitive processes and strategies, decision-making, and motivation, all factors being reciprocal and connected to learning, including teacher learning related to OBL."

Discussion¶

Related Claims¶

• The COVID-19 mandated shift to digital teaching created learning and performance contexts so different that the Philipsen et al. TPD-for-OBL framework's applicability may be limited — a broader claim this one bears on
• The pandemic made professional learning about online and blended learning immediately relevant and highly sought after by teachers who had previously been difficult to persuade to prioritise it — a narrower finding that bears on this claim