Online learning for social justice and inclusion

Abstract

PurposeThe purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.Design/methodology/approachThis qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.FindingsData analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.Research limitations/implicationsThe study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.Originality/valueThere is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

Online Learning Infrastructure: Does it Strengthen the Effect of Service Quality on Student Satisfaction?

“…In this study, the facilities are infrastructure in online learning, such as laptops, internet quota, credit, smartphones, and learning applications. Technological tools such as discussion boards, video conferencing, and synchronous opportunities influence student engagement and learning (Montelongo & Eaton, 2020). Knowledge and learning management infrastructure is required to realize every knowledge organization as a learning organization capable of exploiting organizational knowledge wealth (Lytras & Pouloudi, 2003).…”

“…An interactive database for working will contribute to the future profitability of the industry by addressing the multiple needs of responding to competitive challenges, developing managers' ability to manage change, and allowing managers the skill to make reliable and valid decision choices based on actual organizational data (Preston et al, 2001). New technological tools used in conjunction with traditional learning management-based discussion forums may offer opportunities to reach various learners and provide differing levels of engagement (Montelongo & Eaton, 2020). In addition, to organize and ensure that internet quota assistance from Kemendikbud and Unesa can be distributed properly, a good database is needed.…”

Uses and Resources of Technologies by Mathematics Students Prior to COVID-19

“…Therefore, some authors argued that with adequate resources and continuous training, the use of ICT by teachers and students would be favorable [14]. In this sense, adequate training for teachers that complements technology with pedagogical tools is necessary [15,16], which promotes inclusive classrooms for students with disabilities [17] and encourages social justice [18,19].…”

Dialogue in Online Learning Spaces: How Transitioning to Online Learning during a Pandemic Impacts Critical Classroom Dialogue and Inclusivity

“…As I noted before, authenticity of participants is important in dialogue. Unfortunately, "technologically mediated discussions" in synchronous classes can be seen as inauthentic and forced, partly because there is a lack of nonverbal cues and body language (Montelongo & Eaton, 2020). However, there are ways we can try to mitigate this.…”

“…Assuming so would ignore the power structures and culturally hegemonic practices that are still very much at play in online learning spaces. As Montelongo & Eaton, (2020) explained: Critical digital pedagogy argues that technology is neither neutral nor value free and should be examined through how technologies perpetuate social inequities in patterning and (re)producing dominant modes of relationality. Put differently, digital technologies manifest in perpetuating dominant attitudes, assumptions and agendas to crystallize particular ways of knowing and being in the (online) classroom.…”