[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594960-105":59,"doc-detail-594960-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","e-3cs-a-research-based-model-for-effective-digital-learning-for-k-6-schools","e-3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools","","COVID-19 forced Ontario K-6 teachers into rapid, largely unsupported shifts to fully online instruction, creating challenges including low engagement, weaker student work quality, and difficulty supporting struggling learners without adequate institutional guidance. To enable effective distance teaching for the youngest learners, the e-3Cs model offers a research-based, flexible framework for designing age-appropriate digital learning communities that support teachers’ purposeful instruction and students’ affective needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e-3cs-a-research-based-model-for-effective-digital-learning-for-k-6-schools/594960/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e-3cs-a-research-based-model-for-effective-digital-learning-for-k-6-schools/594960.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the e-3Cs model address?","Question",{"text":112,"@type":113},"It addresses the need for guidance for Ontario K-6 teachers transitioning from face-to-face to distance teaching during the COVID-19 pandemic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the e-3Cs model provide for teachers?",{"text":117,"@type":113},"It provides a research-based framework with flexible elements to design age-appropriate digital instruction and build effective digital learning communities.",{"name":119,"@type":110,"acceptedAnswer":120},"Which learning theories inform the e-3Cs model?",{"text":121,"@type":113},"The model draws on Anderson’s distance education framework, Gagne’s nine instructional events, and Farrell et al.’s collaborative community approach for socio-emotional support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594960,1792166768,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","e-3Cs: A Research-Based Model for Effective Digital Learning for K􀀐6 Schools  \nA journal of educational research and practice 2020 Vol. 29 (2) 24-29  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nCandace Figg 1* , Chunlei Lu 1 , Olivia Lu 1 , Keith Crawford 2  \n1 Brock University  \n2 District School Board of Niagara  \nAbstract  \nDue to the COVID-19 pandemic, teachers in Ontario were thrust into a new teaching situation at the end of the 2019􀀐2020 school year for which few were prepared. To address the need for guidance in transitioning to distance teaching, we offer the e-3Cs model, a research-based framework with flexible elements essential for promoting optimum distance interactions for K􀀐12 learning , more specifically applied to younger learners (K􀀐6) . Serving as a tool for designing age-appropriate digital instruction while honouring and caring for affective domain needs of students, the model provides the necessary support for teachers in the purposeful design of digital learning communities.  \nKeywords: online learning, instructional design, digital learning, distance teaching, K􀀐6 learning * candace.figg@brocku.ca  \nThe recent COVID-19 pandemic in Ontario has forced K􀀐6 teachers to quickly adjust to instructing and supporting students entirely online. Many teachers have experienced mixed success. Some reported to us concerns about low student engagement, lack of accountability, and a lower quality of student work , when compared to their students’ performance in a faceto-face (f2f) classroom setting. Instructors felt frustrated with their own teaching performances and were overwhelmed by the abundance of electronic tools. Lacking the institutional support necessary to make the transition, teachers were finding it difficult to support struggling students.  \nOur K􀀐6 colleagues have been asking those of us who research best practices for teaching-ata-distance for guidance: What are effective practices for engaging students and building the most productive digital learning community possible, even for the youngest learner? Few learning theories have considered the young learner (K􀀐6) in the distance classroom situation where all instruction and interactions with teachers or other students are virtual, and parents provide the f2f support in the learning process (Donohue et al. , 2020) .  \nTo address this situation, we present a research-based model of effective digital learning elements to support K􀀐6 teachers in the design and implementation of distance learning. This model draws upon three theoretical foundations of distance learning: (a) the theoretical framework of Anderson’s (2011) distance education model encompassing “learners and teachers, and their interactions with each other and with content”(p. 61); (b) Gagne’s (1987) nine instructional events (see Culatta & Kearsley, 2020); and (c) Farrell et al.’s (2017) use of the collaborative community to provide socio-emotional support to online learners. The following is a detailed elaboration of the model with the elements from online learning theories structured for optimum learning as enacted through a digital learning collaborative community.  \nThe Learning Community  \nAn emerging trend among many K􀀐6 teachers is the use of virtual classrooms to simulate the f2f classroom; therefore, the model proposed here (see Figure 1) is intended to be a flexible tool that supports teachers in the design, construction, and implementation of K􀀐6 distance learning environments. By attending to each of the elements in the model, the teacher ensures that their virtual classroom is an effective, engaging learning community.  \nIn this paper, we consider the example of a third grade teacher who, to promote a learning community, builds a virtual classroom—such as those created using Bitmoji cartoons as a homepage with links to assignments, calendars, and typical activities found in a f2f classroom. For the young learner, the concept of commun","cbCairY2XI3Nc1KL","https://ap.wps.com/l/cbCairY2XI3Nc1KL","pdf",455338,"English","# e-3Cs model overview\n## The Learning Community\n## Engaging\n## Connecting","[{\"question\":\"What problem does the e-3Cs model address?\",\"answer\":\"It addresses the need for guidance for Ontario K-6 teachers transitioning from face-to-face to distance teaching during the COVID-19 pandemic.\"},{\"question\":\"What does the e-3Cs model provide for teachers?\",\"answer\":\"It provides a research-based framework with flexible elements to design age-appropriate digital instruction and build effective digital learning communities.\"},{\"question\":\"Which learning theories inform the e-3Cs model?\",\"answer\":\"The model draws on Anderson’s distance education framework, Gagne’s nine instructional events, and Farrell et al.’s collaborative community approach for socio-emotional support.\"}]","e-3Cs: A Research-Based Model for Effective Digital Learning for K-6 Schools | PDF",1792080172,15]