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Preprint
Review
A Constructivist-Based Proposal for Teaching Practices During Lock-Down
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This version is not peer-reviewed
Abstract
The COVID-19 outbreaks have caused universities all across the globe to close their campuses and forced them to initiate online teaching. This article reviews the pedagogical foundations for developing effective distance education practices, starting from the assumption that promoting autonomous thinking is an essential element to guarantee full citizenship in a democracy and for moral decision making in situations of rapid change, which has become a pressing need in the current context. In addition, the main obstacles related to this new context are identified, and solutions are proposed according to the existing bibliography in learning sciences.
Keywords:
Subject: Social Sciences - Education
Copyright: This open access article is published under a Creative Commons CC BY 4.0 license, which permit the free download, distribution, and reuse, provided that the author and preprint are cited in any reuse.
Submitted:
23 August 2020
Posted:
24 August 2020
Read the latest preprint version here
Alerts
This version is not peer-reviewed
Submitted:
23 August 2020
Posted:
24 August 2020
Read the latest preprint version here
Alerts
Abstract
The COVID-19 outbreaks have caused universities all across the globe to close their campuses and forced them to initiate online teaching. This article reviews the pedagogical foundations for developing effective distance education practices, starting from the assumption that promoting autonomous thinking is an essential element to guarantee full citizenship in a democracy and for moral decision making in situations of rapid change, which has become a pressing need in the current context. In addition, the main obstacles related to this new context are identified, and solutions are proposed according to the existing bibliography in learning sciences.
Keywords:
Subject: Social Sciences - Education
Copyright: This open access article is published under a Creative Commons CC BY 4.0 license, which permit the free download, distribution, and reuse, provided that the author and preprint are cited in any reuse.
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