Emergency remote teaching environment: a conceptual framework for responsive online teaching in crises. Issue 5 (29th June 2020)

• Record Type: Journal Article
• Authors: Whittle, Clayton; Tiwari, Sonia; Yan, Shulong; Williams, Jeff
• Is Part Of: Information and learning sciences. Volume 121:Issue 5/6(2020)
• Page Start: 311
• Page End: 319
• Publication Date: 2020-06-29
• Subjects: Distance learning -- Participatory design -- Design research -- Online instruction -- COVID -- Formal learning -- Learning framework; Information science -- Periodicals; Library science -- Periodicals; Information theory in education -- Periodicals; Libraries and education -- Periodicals; 020
• DOI: 10.1108/ILS-04-2020-0099
• Languages: English
• ISSNs: 2398-5348

Abstract

Abstract : Purpose: This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE). Design/methodology/approach: Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion. Findings: This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework. Research limitations/implications: The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field. Practical implications: This framework is designed for practical application for use by teachers operating in ERTE. Originality/value: Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.