Exploring a New Framework to Support Online Learning

Introduction

By the spring of 2020, the perception and execution of e-learning research changed drastically and rapidly as the Corona virus spread across the globe. In the United States, the percentage of elementary and secondary schools that offered online learning went from a minor fraction to nearly every school district in a matter of weeks. During March and April of 2020, as the first lockdowns affected every aspect of life, schools were the primary concern for many. The sudden and immediate need for wide-spread e-learning – at the elementary, secondary, and post-secondary levels – spurred an increase in not only the technology and software needed for remote education but also research to inform the implementation of these tools.

The learning curve for preK-12 teachers transitioning from face-to-face to remote classrooms proved steep but not insurmountable. In general, teachers were unfamiliar and inexperienced with online learning and the tools and pedagogical models needed to support a thriving remote classroom experience (Martin et al., 2019). According to McQuirter (2020), changes to educational practice typically meet stringent skepticism. This is because an implementation of a new theory or tool is often presented as a solution to the possible inadequacies of an existing practice. However, the transition to online learning in the spring of 2020 did not follow this pattern; online learning has not been heralded as superior to in-person learning (McQuirter, 2020). At every educational level, institutional support, teacher agency, and a sense of collaboration is essential to effectively altering existing practices. McQuirter (2020) suggests, “basic principles such as building on the strengths of currents practices, encouraging and facilitating teacher collaboration, and providing focused, systematic, multi-level implementation support are building blocks for innovation regardless of grade level or curriculum area” (p. 50).

In the era of the Covid-19 pandemic, the distinction between higher education, secondary education, and elementary education online learning has been exacerbated. According to the National Association of State Boards of Education, early childhood educators do not have an effective model for preK-3 remote learning that is rooted in child development theories and practices (Hao, 2020). After evaluation of the pre-pandemic literature reviews of the research on online education, and especially elementary online education, Hao’s assertion may be warranted. Despite the thousands of articles on e-learning in the last several decades, state-developed guidance, and practitioner resources, early childhood and elementary educators often lack effective models for online learning. However, with the rapidly changing context of educating and being educated in 2020 and beyond, models are being developed.

Even prior to the pandemic, online courses and schools have been rapidly growing for young students. While an endless number and variety of web resources exist, teachers of young children can sometimes struggle to find appropriate usage of technology in the classroom. Perhaps now is the best time to re-examine appropriate and effective uses of technology to support elementary age students. This chapter proposes a new framework, CHOICE, which identifies six important best-practices to consider when teaching young children online.