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ERIC Number: EJ1443843
Record Type: Journal
Publication Date: 2024-Sep
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Facilitating Learning and Interaction in K-12 Remote Teaching Contexts
Simon Skog; Fanny Pettersson; Jörgen From
Education and Information Technologies, v29 n13 p17415-17432 2024
The use of a facilitator is a growing phenomenon in K-12 remote teaching contexts. The aim of this study is to analyse aspects of facilitating students' learning and interaction, with a special focus on the role of the facilitator. Frame factor theory was used as an analytical framework, including different educational conditions. The following research questions were posed: (1) How do different frame factors condition remote teaching? (2) How do these frame factors influence the role of the facilitator in remote teaching? Data were generated from observations (12 h) and interviews with remote teachers and facilitators (N = 18). Results show that frame factors seem to create two types of classroom context that condition the role, task, and responsibility of the facilitator. In the larger classroom context, the facilitator was a threefold resource -- practical, pedagogical, and social in an ongoing collaboration with the teacher, whereas in the small classroom context, the facilitator mainly was a practical resource when needed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A