Care Ethics in Online Teaching

A Qualitative Exploration of Students' Perception of Care When Learning Online

“…Overall, findings from this study point to the critical role that thoughtful feedback practices play in supporting both the cognitive and affective dimensions of learning (Rabin, 2021;Robinson et al, 2023;Singh, 2017). However, feedback as a core pedagogical process is complex and challenging (Henderson et al, 2019b), highlighting the importance of supporting instructors as they develop their feedback literacy and awareness of the variety of feedback purposes, strategies, and tools as well as their skills in designing and managing comprehensive feedback plans that are aligned with task purposes and the varying needs of students (Chan & Luo, 2022;Robinson et al, 2023).…”

“…Modeling care was found to be supported through compassionate person-centered interactions and communication (Burke & Larmar, 2020;Rabin, 2021), strong instructor presence (Burke & Larmar, 2020;Robinson et al, 2020), flexibility with course assignments and deadlines (Robinson et al, 2020), and intentional design and use of appropriate teaching methods that provide opportunities for synchronous interactions with peers and instructor (Kızılcık & Türüdü, 2022;Robinson et al, 2020). While some have noted that dialogue, the second element of Noddings's model, was more difficult to enact online (Burke & Larmar, 2020;Rabin, 2021), these studies have identified certain strategies that, when approached and designed intentionally, can enhance a climate of care and support the formation of an online community of learners.…”

“…Finally, in all of the studies, enhancing care through confirmation pointed to the significant role that assessment culture and feedback plays in establishing a caring climate in an online course. Dialogic, personal, and purposeful feedback that emphasized learning over grading, as well as the use of alternative assessment strategies such as self-and peer-assessment, all contributed to a culture of care online (Burke & Larmar, 2020;Kızılcık & Türüdü, 2022;Rabin, 2021;Robinson et al, 2020Robinson et al, , 2023.…”

“…One particular research framework that has gained significance in the past few years as a lens through which to explore ethics and pedagogy of care in online learning spaces is Noddings's four components model. These studies have explored both instructor and student perceptions of care and identified certain behaviors and pedagogical choices that contribute to and enhance a sense of care and trust in online learning environments (Burke & Larmar, 2020;Kızılcık & Türüdü, 2022;Rabin, 2021;Robinson et al, 2020;Rose & Adams, 2014;Tang et al, 2021;Uusiautti et al, 2017). While these studies have differed in their categorization of certain behaviors and themes under each of these elements, they nonetheless share certain pedagogical practices and design considerations that are noteworthy and significant in the conceptualization of care in online learning environments.…”

Exploring success factors and relationships in virtual learning using ISM and fuzzy MICMAC analysis

“…Furthermore, it addresses concerns regarding plagiarism, academic integrity, data security, and the responsible utilization of technology in education. [62] , [66] , [72] Resource Support (F6) The provision of digital tools, materials, and resources to assist educators, students, and organizations in the process of teaching and learning in virtual or digital learning environments is referred to as resource support. These resources can include textbooks, multimedia content, online libraries, interactive simulations, software applications, technical support, and other digital assets aimed at enhancing the educational experience and facilitating effective online instruction and study.…”