Online Pedagogies and the Middle Grades
A Scoping Review of the Literature
Bibliographic Data
| ID | 22044057 |
|---|---|
| Authors | Brooke Eisenbach (0000-0001-7186-2378, Lesley University, corresponding author), Bridget Coleman (University of South Carolina Aiken) |
| Year | 2024 |
| Volume | 14 |
| Issue | 9 |
| Pages | 1017 |
| Publication date | 2024-09-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14091017 |
| OpenAlex | W4402577755 |
| Language | EN |
| Citations received | 2 |
| References cited | 36 |
Online teaching and learning has had a presence in K12 public education since the 1990s. Following the COVID-19 global pandemic, there has been a surge in online learning and an increase in research surrounding the role of online teaching and learning within the K12 context. However, while the inclusion of online pedagogies flourishes throughout middle-grade educational settings, there is limited contemporary research that speaks specifically to effective online instruction of young adolescent learners. This scoping review examines the existing body of literature pertaining to online pedagogies within the middle grades in an effort to map the current trends, gaps, and overall state of research pertaining to national and international middle-level online pedagogy. Researchers screened research and pedagogically centered peer-reviewed articles published between 2013 and 2024. The reviewed articles were charted according to standardized details—e.g., author(s), publication year, research purpose, study location, participant demographics, methodology, and outcomes—to identify themes relevant to online pedagogical approaches, national or international contextual considerations, connection to the Association for Middle Level Education (AMLE) characteristics, and more. The findings speak to trends and gaps within middle-grade online pedagogical research with recommendations for additional examination of research and pedagogy specific to middle-grade online teaching and learning
Mathematics education · Multimedia · Pedagogy · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Technological Pedagogical Content Knowledge (TPACK)
Students’ Perception of Blended Learning at Junior High School (Combination of Synchronous and Asynchronous Learning)
Online Teaching in K-12 Education in the United States
Improving students' inquiry learning in web‐based environments by providing structure
Scaffolding Junior Middle School Students’ Engagement in Online Project-based Learning During the Covid-19 Pandemic
Looking Back to See Ahead
Performance and Motivation in a Middle School Flipped Learning Course
The Shift to Distance Learning
Scoping studies
Junior high school students' readiness to participate in e-learning and online EFL classes during the Covid-19 pandemic
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |