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Journal Critique: Online Public Schooling
School of Education, Liberty University
Summary of the Author's Position
The article by Johnson et al. (2023) offers a comprehensive review of online teaching
practices in K-12 education, particularly in the wake of the COVID-19 pandemic. The authors
emphasize that the pandemic exposed a lack of preparedness for online education in K -12
settings and highlighted the need for clear strategies and instructional practices to support
student success in online environments. The article identifies several foundational factors
critical for effective online learning, including well-prepared educators, equitable technology
access, attention to students' developmental needs, and fostering self-regulated learning skills.
Moreover, the study introduces seven key instructional pillars that enhance online education.
These include well-structured course design, fostering student engagement through connected
learning, ensuring accessibility for diverse learners, creating supportive learning environments,
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providing individualized learning experiences, employing active learning methods, and using
real-time assessment strategies. The authors argue that these pillars are crucial for improving
student outcomes in virtual education and providing a framework for future research and
practice.
Analysis of Key Points
Johnson et al. (2023) highlight the importance of preparing educators to effectively
transition to online teaching, emphasizing that professional development and preservice
training are essential for navigating the unique demands of virtual instruction. The article
stresses the need for equitable access to technology, as students from lower socioeconomic
backgrounds often face significant barriers to participating in online education, increasing the
digital divide. The analysis also reveals that understanding students' developmental needs is
critical in designing online learning experiences that cater to their cognitive and emotional
capacities.
Another crucial point is the focus on fostering self-regulated learning skills, which are vital for
students to succeed in an online setting where they must take greater responsibility for their
learning. Furthermore, the seven instructional pillars proposed by the authors provide a clear,
evidence-based framework for effective online education. The pillars, such as active learning
and real-time assessments, are grounded in empirical research and offer practical guidance for
educators to enhance student engagement and achievement in virtual environments. The
comprehensive nature of this review and its application of established educational theories
support the credibility of the findings, making it a valuable resource for policymakers and
educators seeking to improve online teaching practices.
Personal Response
The findings of this article strongly resonate with the challenges encountered in
transitioning from traditional counseling to an online setting during the COVID-19 pandemic.
The sudden shift to virtual education mirrored the struggles highlighted by Johnson et al.
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(2023), particularly the emphasis on equitable technology access and the need for professional
development. Many students faced significant hurdles due to a lack of reliable internet access
and inadequate support systems at home, which aligns with the article's point on the digital
divide. Additionally, fostering self-regulated learning skills proved to be a challenge, as many
students struggled with the independence required for successful online learning. The authors'
focus on creating supportive and connected learning environments is especially relevant, as
establishing a sense of community in virtual spaces was crucial for student engagement and
wellbeing. The article validates the importance of building individualized support structures in
online education, which reiterates the efforts made to provide personalized learning
opportunities in the current brick-and-mortar space. The emphasis on real-time assessment and
active learning strategies also supports the belief that online education can be highly effective
when implemented with a student-centered approach. Overall, the article provides a thoughtful
and evidence-based perspective on the critical factors that contribute to the success of online
education.
Overall Effectiveness of the Article
Johnson et al.'s (2023) article effectively captures the complexities of online education in
K-12 settings, particularly considering the rapid shift brought about by the COVID-19 pandemic.
This resonates with the immediate challenges faced during the transition to virtual education,
especially in school districts that were unprepared for such a sudden change. While the
transition was not personally overwhelming for me due to prior experience with virtual
consulting and counseling, the high school where I worked faced significant hurdles. The
district's inability to immediately decide on the appropriate communication platform, whether
Microsoft Teams, Zoom, or Google Meets, created delays in establishing consistent and efficient
communication with students and families. This challenge is well-reflected in the article’s focus
on equitable technology access and the importance of educator preparedness. As a lead school
counselor, it became necessary to guide my department in adapting to this new environment,
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ensuring that students received the required support despite the uncertainties. The article's
emphasis on continuous professional development and the need for clear communication
strategies aligns with the professional development initiatives that were implemented both at
the district and school levels to maintain direct contact with students. The insights offered in the
article, particularly regarding active learning, real-time assessments, and the need for
connected learning environments, closely mirror the strategies that were adopted to meet the
unique demands of online public schooling during this critical period. These connections
emphasize the relevance and long-term applicability of the article's findings.
Reference
Johnson, C. C., Walton, J. B., Strickler, L., & Elliott, J. B. (2023). Online teaching in K-12 education
in the United States: A systematic review. Review of Educational Research,
93(3), 353-411. https://doi.org/10.3102/00346543221105550
