Public Pedagogy for the Web: an emergent theory via the spiral of inquiry

Abstract

There is a great deal of agreement that online learner engagement and course completion rates are often low, especially in the non-credit setting. While there is a breadth of research around how to engage online learners in traditional online courses, the literature does not address the inherent challenges in assuming online courses are the primary way to provide educational content online to those not seeking credit or certification. Research on the use of Web 2.0 platforms for informal learning is also minimal. This article aims to pick up the conversation here. Utilizing the spiral of inquiry framework, this discussion shares a developing concept of public pedagogy for the Web. I propose public pedagogy for the Web requires a non-linear approach and an integrated design. This theorized pedagogy of the Web is limited primarily by the lack of evaluation data on its implementation. Future studies should map actual learning paths and outcomes for learners who utilize websites designed with the pedagogy described.