Online Teaching in K-12 Education in the United States: A Systematic Review

Autor/inn/en	Johnson, Carla C.; Walton, Janet B.; Strickler, Lacey; Elliott, Jennifer Brammer
Titel	Online Teaching in K-12 Education in the United States: A Systematic Review
Quelle	In: Review of Educational Research, 93 (2023) 3, S.353-411 (59 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Carla C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543221105550
Schlagwörter	Online Courses; Teaching Methods; Kindergarten; Elementary Secondary Education; COVID-19; Pandemics; Research Reports; Context Effect; Technological Literacy; Pedagogical Content Knowledge; Metacognition; Evidence Based Practice; Learning Processes; Student Needs; Access to Education; Personal Autonomy; Course Organization; Instructional Design; Internet; Individualized Instruction; Active Learning; Distance Education + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Technisches Wissen; Pädagogische Kompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning process; Lernprozess; Education; Access; Bildung; Zugang; Bildungszugang; Individuelle Autonomie; Course organisation; Kurskonzept; Lesson concept; Lessonplan; Unterrichtsentwurf; Individualisierender Unterricht; Aktives Lernen; Distance study; Distance learning; Fernunterricht
Abstract	The transition to fully or partially online instruction for K-12 students necessitated by the 2020 COVID-19 pandemic highlighted the current lack of understanding of practices that support K-12 student learning in online settings in emergency situations but also, more troublingly, in K-12 online teaching and learning more generally. A systematic review of literature regarding K-12 online teaching and learning in the United States was therefore conducted to begin to fill this gap and to inform the work of policy makers, researchers, teacher educators, teachers, and administrators as they negotiate the changing role of online instruction in our nation's educational systems. The review revealed a set of contextual conditions that are foundational to student learning in K-12 online settings (prepared educators, technology access and autonomy, students' developmental needs and abilities, and students' self-regulated learning skills). The literature also pointed to seven pillars of instructional practice that support student learning in these settings (evidence-based course organization and design, connected learners, accessibility, supportive learning environment, individualization, active learning, and real-time assessment). (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01