Abstract
The COVID-19 pandemic has demonstrated the importance of online distance education as a necessary platform for teaching learners at all levels both in the United States and throughout the world. The integration of social emotional learning and cultural education into online distance learning platforms has never been more critical to the success of future learners in society than during this time. This article addresses the current barriers to successful online learning including: 1) lack of secure broadband access in rural and underserved regions, 2) the importance of social emotional learning in online distance education, and 3) the critical need for cultural education within the online curricula of distance platforms.
Highlights
Technology has increased in classrooms across the world and many experts believe that this may create an even larger achievement gap (Cakir, et al, 2009, Joseph, 2009)
This article addresses the current barriers to successful online learning including: 1) lack of secure broadband access in rural and underserved regions, 2) the importance of social emotional learning in online distance education, and 3) the critical need for cultural education within the online curricula of distance platforms
An education that is rich in social emotional learning (SEL) and cultural sensitivity has the potential to be provided to all parts of the world, including under resourced and rural areas
Summary
Technology has increased in classrooms across the world and many experts believe that this may create an even larger achievement gap (Cakir, et al, 2009, Joseph, 2009). Integrating Social Emotional Learning into Online Distance Education Once access to broadband and internet devices is obtained in the community, teachers have the opportunity to create a best practice online environment for their learners. The authors use a metanalysis to support the same conclusion that Han and Johnson found: SEL curricula increases social behavior, whether in the traditional classroom setting or within online distance learning platforms (Durlak et al, 2011). Billings believes that cultural education is imperative to a student’s success in and out of the classroom and, that without this kind of teaching, a student may fail to understand his or her own culture She argues that there is risk for a “cultural genocide” if culturally responsive teaching in not practiced within online distance platforms. Online distance learning platforms need to include educators who are culturally literate to the background of their students to ensure an optimal learning environment for the student
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