Stefaniak Jill
University of Georgia, 850 College Station Road, 221 Rivers Crossing, Athens, GA 30602 USA.
Educ Technol Res Dev. 2021;69(1):221-225. doi: 10.1007/s11423-020-09853-7. Epub 2020 Nov 23.
This paper is in response to Nacu et al.'s (Educ Technol Res Dev 66(4):1029-1049, 2018) guidelines to enable educators to fulfill learner support roles in online education from a contextual perspective and how their heuristic method can be utilized in today's current pandemic. It also explores how learner support roles can be leveraged to balance affordances offered by the learning environment and the learners themselves. Additionally, this paper discusses the implications for addressing social inequities in digital environments and education policy reform.
本文是对纳库等人（《教育技术研究与发展》，2018年，第66卷第4期，第1029 - 1049页）指南的回应，该指南旨在使教育工作者能够从情境角度在在线教育中履行学习者支持角色，以及如何在当前的疫情大流行中运用他们的启发式方法。本文还探讨了如何利用学习者支持角色来平衡学习环境和学习者自身所提供的条件。此外，本文讨论了在数字环境中解决社会不平等问题以及教育政策改革的意义。
