The article linked below is the first of three in a series that attempts to frame a set of principles for measuring the outcomes of remote teaching and learning across U.S. universities and K–12 schools during the COVID-19 crisis. The framework of the first analysis focuses on the use of Zoom as one of the common mediums and platforms for course realizations, and how remote synchronous (real-time) teaching and learning measures up in comparison with typical campus-based, face-to-face classroom teaching and learning. Speech act theory, communities of practice, and speech communities will be additional aspects of the analysis in order to provide a research basis for designing the analysis.
This research was conducted by Edna Andrews, Director of the Slavic and Eurasian Language Resource Center (SEELRC) at Duke University. SEELRC is one of 16 Title VI Language Resource Centers funded by the U.S. Department of Education for the FY 2018-2021 grant cycle.
*** please see full article, linked below ***