Self-directed Science Learning During COVID-19 and Beyond.
| Title: | Self-directed Science Learning During COVID-19 and Beyond. |
|---|---|
| Authors: | Gerard L; Graduate School of Education, University of California, 2121 Berkeley Way, CA 94720 Berkeley, USA.; Wiley K; Learning Sciences Research, Digital Promise Global, San Mateo, USA.; Debarger AH; The William and Flora Hewlett Foundation, Menlo Park, CA USA.; Bichler S; Graduate School of Education, University of California, 2121 Berkeley Way, CA 94720 Berkeley, USA.; Bradford A; Graduate School of Education, University of California, 2121 Berkeley Way, CA 94720 Berkeley, USA.; Linn MC; Graduate School of Education, University of California, 2121 Berkeley Way, CA 94720 Berkeley, USA. |
| Source: | Journal of science education and technology [J Sci Educ Technol] 2022; Vol. 31 (2), pp. 258-271. Date of Electronic Publication: 2021 Dec 30. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Kluwer Academic/Plenum Publishers Country of Publication: United States NLM ID: 9885805 Publication Model: Print-Electronic Cited Medium: Print ISSN: 1059-0145 (Print) Linking ISSN: 10590145 NLM ISO Abbreviation: J Sci Educ Technol Subsets: PubMed not MEDLINE |
| Imprint Name(s): | Publication: 1999- : New York, NY : Kluwer Academic/Plenum Publishers; Original Publication: New York : Plenum Press, c1992- |
| Abstract: | Prompted by the sudden shift to remote instruction in March 2020 brought on by the COVID-19 pandemic, teachers explored online resources to support their students learning from home. We report on how twelve teachers identified and creatively leveraged open educational resources (OERs) and practices to facilitate self-directed science learning. Based on interviews and logged data, we illustrate how teachers' use of OER starkly differed from the typical uses of technology for transmitting information or increasing productivity. These experiences provide insights into ways teachers and professional developers can take advantage of OER to promote self-directed learning when in-person instruction resumes.; (© The Author(s) 2021.) |
| Competing Interests: | Conflict of InterestThe authors declare no competing interests. |
| Contributed Indexing: | Keywords: Co-design; Knowledge integration; Open education resources (OERs); Research practice partnership (RPP); Self-directed learning |
| Entry Date(s): | Date Created: 20220104 Latest Revision: 20220427 |
| Update Code: | 20260130 |
| PubMed Central ID: | PMC8716331 |
| DOI: | 10.1007/s10956-021-09953-w |
| PMID: | 34980943 |
| Database: | MEDLINE |
Journal Article