A Call to Action for Research in Digital Learning:
Learning without Limits of Time, Place, Path, Pace…or Evidence
Cathy Cavanaugh, Worldwide Education, Microsoft, United States ; Christopher Sessums, Johns Hopkins University, United States ; Wendy Drexler, International Society for Technology in Education, United States
Journal of Online Learning Research Volume 1, Number 1, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This essay is a call for rethinking our approach to research in digital learning. It plots a path founded in social trends and advances in education. A brief review of these trends and advances is followed by discussion of what flattened research might look like at scale. Scaling research in digital learning is crucial to advancing understanding as digital learning quickly becomes mainstream (Watson, Pape, Murin, Gemin, & Vashaw, 2014) and as learning environments and pedagogies shift rapidly. Educators and leaders need more current and detailed insights into effective practice as education becomes more personalized (Kennedy, Freidhoff, & DeBruler, 2014).
Cavanaugh, C., Sessums, C. & Drexler, W. (2015). A Call to Action for Research in Digital Learning: Learning without Limits of Time, Place, Path, Pace…or Evidence. Journal of Online Learning Research, 1(1), 9-15. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from https://www.learntechlib.org/primary/p/149851/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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