Literaturnachweis - Detailanzeige
Sonst. Personen | Parson, Laura (Hrsg.); Ozaki, C. Casey (Hrsg.) |
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Titel | Teaching and Learning for Social Justice and Equity in Higher Education. Virtual Settings. 1st ed. 2022. |
Quelle | Cham: Springer International Publishing (2022), XIX, 343 S.
PDF als Volltext |
Beigaben | Illustrationen 18; farbige Illustrationen 13 |
Zusatzinformation | Zusammenfassung |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Monographie |
ISBN | 978-3-030-88607-3; 978-3-030-88608-0; 978-3-030-88609-7; 978-3-030-88610-3 |
DOI | 10.1007/978-3-030-88608-0 |
Schlagwörter | Digitale Medien; Lehrer; Lehrerbildung; Lehren; Unterrichtsmedien; Unterrichtstechnologie; Training; Hochschulbildung; Hochschulbindung; Hochschulsystem |
Abstract | 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. Contents: 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. |
Erfasst von | Universitätsbibliothek der Humboldt-Universität zu Berlin |
Update | 2022/3 |