Acknowledging Another Face in the Virtual Crowd: Reimagining the Online Experience in Higher Education through an Online Pedagogy of Care

Autor/inn/en	Burke, Katie; Larmar, Stephen
Titel	Acknowledging Another Face in the Virtual Crowd: Reimagining the Online Experience in Higher Education through an Online Pedagogy of Care
Quelle	In: Journal of Further and Higher Education, 45 (2021) 5, S.601-615 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Katie) ORCID (Larmar, Stephen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1804536
Schlagwörter	Online Courses; Higher Education; Educational Technology; Technology Uses in Education; Caring; Learner Engagement; College Students; Educational Environment; Student Participation; Moral Values; Values Education; Modeling (Psychology); Interaction; Computer Mediated Communication; Altruism; Feedback (Response); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Care; Pflege; Sorge; Betreuung; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Moral value; Ethischer Wert; Werterziehung; Modeling; Modelling; Modellierung; Interaktion; Computerkonferenz; Altruistic behavior; Altruismus; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	With the rapid expansion of online learning as a dominant pedagogical approach in higher education, significant research has been undertaken to explore the impacts of internet-based technologies to promote student engagement. Current advances in online learning have fostered innovative, and often nuanced approaches to teaching and learning that have the potential to promote rich and potentially transformative learning outcomes for higher education students. However, there is a growing body of evidence that clearly highlights that online learning may have a deleterious impact on a student's sense of connection, leading to experiences of isolation and disempowerment. Such experiences call for an ongoing reimagination of the online teaching space to ensure that students maintain a strong sense of identity within their virtual educational community. This paper emphasises an approach to online learning that serves to foster positive engagement across the student lifecycle. Using Nell Noddings' framework of Moral Education, we engaged in the process of critical reflection on our own teaching over time, using student data to support analyses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01