Through the Lens of Situated Learning and Levels of Scale: Theorizing Development of Remote Teaching and the Role of On-Site Facilitators
DOI:
https://doi.org/10.33621/jdsr.v4i2.104Keywords:
digitalization, distance, education, on-site facilitator, online, remote, school, situated cognitionAbstract
The aim of this paper is to contribute to theoretical development within a field otherwise mostly characterized by empirical contributions, with a primary focus on the practice and perspectives of on-site facilitators. To theoretically understand the development and use of remote teaching, we focus on the interaction between systems of human activity in education and the relationships enacted in practice through their interaction, with a focus on on-site facilitators’ work. In doing so, we use the concept levels of scale in situated learning. Through levels of scale, we conceptualize the historical development of remote teaching as the large scale and the remote learning environment as the small scale. Integrating the levels of scale and tracing the historical development of remote teaching in Sweden into the enactments taking place in a classroom of modern language teaching is the concrete theoretical development that our aim entails.
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