Pillars of Online Pedagogy: A Framework for Teaching Online

• In Event: Diverse Perspectives on Improving Online Learning Theory, Research, and Practice

Abstract

Purpose
New expectations and skills for teachers are emerging as the shift toward online learning grows. These new skills combine content knowledge with engaging pedagogical strategies and technology. As a result, online pedagogy has become increasingly relevant in modern-day schools. It is challenging, but essential, to understand the nature of online pedagogy along with the skills teachers need for success and the theoretical underpinnings related to these skills. This theoretical paper unpacks the foundational components of online pedagogy, proposing five pillars of online pedagogy grounded in principles of learner-centeredness, constructivism, and situated learning.

Perspectives
Two theories support learner-centered online instruction: (a) constructivism, and (b) situated learning. Constructivism provides learners with authentic, learner-centered experiences where they can determine how they will learn, how to evaluate alternative solutions to problems, how to collaboratively work with others, how to use multiple modes of representation or technology, and an awareness of their knowledge construction process (Brown et al., 1989). Situated learning claims that learner activities within a specific context or environment, and the level of engagement and interaction, are integral pieces to learning (Brown et al., 1989; Herrington & Oliver, 2000).

Methods and Data Sources
To generate the five pillars of online pedagogy, we conducted a cross-reference of (a) literature related to online and blended teaching competencies (e.g., Ferdig et al., 2009; Pulham & Graham, 2018; Short et al., 2021), (b) practice-based learner-centered psychological principles (LCPs; APA Work Group of the Board of Educational Affairs, 1997), (c) the National Standards for Quality Online Teaching (NSQOT; NSQOL, 2019), and (d) theoretical underpinnings derived from learner-centeredness (McCombs, 2015), constructivism, and situated learning. Our analysis was comprised of an in-depth examination of fundamental constructs based on the existing knowledge base and our own work in the area of online teaching. Using LCPs and the initial work of McCombs and Vakili (2005), we attempted to demonstrate how learning theory (constructivism and situated learning) and practice (LCPs, NSQOT) can inform online pedagogy.

Results
We identified five key pillars as essential elements of effective online pedagogy. The five pillars include being able to: (a) Build Relationships and Community, (b) Incorporate Active Learning, (c) Leverage Learner Agency, (d) Embrace Mastery Learning, and (e) Personalize the Learning Process. The pillars present a grounded approach to examining essential elements of quality teaching in an online environment (see Figure 1).

[Insert Figure 1]

Significance
Online pedagogy encompasses an array of skills and roles that teachers need to be adept at to help ensure learner success. Using LCPs as a foundation, online pedagogy can be
viewed as comprised of five major pillars that involve using technology to build relationships, incorporate active learning, foster learner agency, and personalize the learning process (McCombs & Vakili, 2005). The identified pillars provide a pragmatic, research-based framework for considering areas that current and future teachers need to develop in preparation for the increasing role that online learning will play as part of modern education.

Authors

• Leanna Archambault, Arizona State University
  Presenting Author

• Heather Leary, Brigham Young University
  Non-Presenting Author

• Kerry L. Rice, Boise State University
  Non-Presenting Author