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This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.
Table des matières
1. Introduction.- 2. Examination of virtual and online education settings through a social justice lens.- 3. A review of online technologies and tools to promote learning through a social justice lens.- 4. Promoting equitable access to content through learning management systems.- 5. Best practices to employ kinesthetic and hands-on learning in virtual settings.- 6. Considering equitable access to course content through asynchronous online learning.- 7. Creating collaborative opportunities for learning in the virtual classroom.- 8. Faculty Development programming for developing competence in online classroom settings.- 9. Providing Title IX and other cultural awareness and competency training online.- 10. Assessing learning in the virtual classroom.- 11. Conclusion.
A propos de l'auteur
Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated the Certificate in College/University Teaching program. Her research interests include effective teaching and learning in higher education explored through a critical lens.
C. Casey Ozaki (she/her/hers) is Associate Professor in the Department of Education, Health, and Behavior Studies at the University of North Dakota, USA. Her research bisects both the student affairs and teaching and learning areas of the college campus, with a shared focus on diverse students, their outcomes, and factors that influence those outcomes.
