Inclusivity in Online Postgraduate Teaching

Bussey, S

doi:10.1007/978-3-030-77673-2_6

Cited by 5 publications

(3 citation statements)

References 38 publications

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“…This is particularly challenging where different values are in tension (e.g., inclusivity is often at odds with rhetoric of efficiency), and in the context of a fast-moving educational landscape in which new technologies are continuously introduced and abandoned. As Bussey ( 2021 ) notes, integrating technology into the various educational and administrative practices of teaching can place considerable pressure on teachers. The ‘digital capability’ of educators also includes recognition of when a complicated technology is unnecessary, as a simple one would do.…”

Section: Teaching and Postdigital Pedagogiesmentioning

confidence: 99%

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

Markauskaitė

Carvalho

Fawns

2023

Education Tech Research Dev

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An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transition’ and reframe how we think about university, teachers’ roles and their competencies to use digital technologies. We focus on what it takes to be a teacher in a sustainable university and consider emerging trends at three levels of the educational ecosystem—global developments (macro), teachers’ local practices (meso), and daily activities (micro). Through discussion of examples of ecopedagogies and pedagogies of care and self-care, we argue that teaching requires a fluency to embrace different ways of knowing and collective awareness of how the digital is entwined with human practices within and across different levels of the educational ecosystem. For this, there is a need to move beyond person-centric theorisations of teacher digital competencies towards more holistic, ecological conceptualisations. It also requires going beyond functionalist views of teachers’ roles towards enabling their agentive engagement with a future-oriented, sustainable university mission.

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Section: Teaching and Postdigital Pedagogiesmentioning

confidence: 99%

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

Markauskaitė

Carvalho

Fawns

2023

Education Tech Research Dev

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“…Communication carried out online by teachers and students greatly influences the implementation of education. At least with internet facilities, online learning can provide flexibility (Bussey, 2021;Pham et al, 2019). Although for some areas which are considered blank spots, online learning experiences many problems, but it must be understood that expanding access to education through online learning provides opportunities (Szopiński & Bachnik, 2022) for people who are geographically distant from the center of the education provider to participate in education.…”

Section: Introductionmentioning

confidence: 99%

Is Communicating Mathematics Part of the Ease of Online Learning Factor?

Ningsih¹,

Sugiman²,

Budiningsih³

et al. 2023

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In this study, we focus on self-disclosure, communicating mathematics, and infrastructure support in determining the ease of online learning for students of mathematics education study programs. The sample in this study were students (n=465) who were asked voluntarily to fill out an online questionnaire. Participants consisted of 335 female students (72%) and 130 male students (28%) from various universities in Indonesia. The data were analyzed quantitatively using structural equation modeling. The results of the path analysis show that the ease of online learning is influenced by self-disclosure, communicating mathematics, and infrastructure support. The R square results show that these factors influence 47%. Each path analysis shows that self-disclosure (r = 0.556 p= 0.000) and infrastructure support (r = 0.243 p = 0.000) have a significant positive relationship with the ease of online learning. Meanwhile, communicating mathematics (r = -0.025 p =0.507) has an insignificant negative relationship to the ease of online learning. Further research is needed to see how the impact of mathematical application support communicating mathematics in online learning.

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“…Additionally, students perception of working remotely might leave behind the less motivated students that need to be able to self-manage their time and improve their Information and Communications Technology (ICT) skills in order to keep up with teacher expectations (Kant 2020;Tropea and De Rango 2020;Ares et al 2021). Moving forward in the postpandemic scenarios we believe that a blended approach can be successful only if it addresses the potential lack of engagement and the necessity to bring all students to the same level of inclusivity and technologies (Bussey 2021). Additionally, we propose an integration to the blended approach with the combination of sport-related intervention that would positively affect students' engagement (Ambra et al 2020;Aruta and Ambra 2020;Aruta et al 2021) and will decrease the concurrent risk of sedentary behaviours (Meyer et al 2020).…”

mentioning

confidence: 99%

Rethinking Learning Practices in the Covid-Era: Indications for Teachers and Educators

Iavarone

Ferraro

2023

Re-Thinking Adult Education Research. Beyond the Pandemic

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The pandemic produced changes in the organisation of the socioeconomic tissue. The educational system, in particular, underwent a forced reconsideration of classrooms’ space and time. To preserve inclusivity and wellbeing and to compensate for the lack of body-cognitive experiences, our research team worked with the educational systems before and during the pandemic, providing educators with effective indexes concerning didactic practices. What emerged from our studies is the necessity to help students and teachers to cope with isolation, boredom, and bullying. The following document aims to report the multidisciplinary approaches developed by the international team from the University of Naples Parthenope (Italy) and the University of Derby (United Kingdom).

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Inclusivity in Online Postgraduate Teaching

Cited by 5 publications

References 38 publications

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

The role of teachers in a sustainable university: from digital competencies to postdigital capabilities

Is Communicating Mathematics Part of the Ease of Online Learning Factor?

Rethinking Learning Practices in the Covid-Era: Indications for Teachers and Educators

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