Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)

Abstract

This chapter aims to introduce readers to critical theoretical orientations necessary for online pedagogues, including feminist pedagogies, praxis pedagogy, culturally relevant and sustaining pedagogy, and embodied practices. These critical theoretical orientations undergird a critical digital pedagogy in an online master's course, Diverse College Students. Critical digital pedagogical strategies employed by the authors, such as high context communication, community and relationship building, and visual and audio pedagogies, are discussed. The authors conclude the chapter by engaging in a self-reflexive activity, opening space for insights about the role of current political events, personal student successes, and an engaged community beyond the classroom. Recommendations for faculty wishing to engage a critical digital pedagogy are offered, as are recommendations for future research.

Less Than/More Than: Issues Associated with High Impact Online Teaching and Learning

“…As colleges and universities continue to increase the number of online courses, more research is needed to learn which pedagogical practices are effective in course delivery and which financial issues need to be addressed to effectively deliver online courses. The author has initiated studies with a colleague to learn more about student experiences in high-impact online courses and to describe pedagogical strategies to create such courses Montelongo & Eaton, 2019). These studies will contribute to specific areas to consider in financial discussions involving online education.…”

“…Despite the interest and trend of offering graduate coursework through distance and online learning, there remains a limited amount of research regarding pedagogical practices employed by faculty in programs delivered in online or hybrid formats (Conover & Miller, 2014;Montelongo & Eaton, 2019;Westbrook, 2014). An increasing group of online educators recognizes the importance of developing a critical online pedagogy to reassess how online education questions equity, social justice, and transformative learning experiences in virtual learning spaces (Conover & Miller, 2014;Montelongo & Eaton, 2019;Morris, 2018). McGinley, Osgood, and Kenney (2012) point out that online course design, instructor effort to include higher-order thinking (especially opportunities for debates and discussions), and clear course objectives lead to overall online learning satisfaction for graduate students.…”

“…Crawford-Ferre and Wiest (2012) reviewed literature regarding online learning in higher education, noting that faculty continued to remain wary of online learning due to lack of knowledge and general unease about pedagogical practices on, and through, digital learning spaces. Unlike the earliest forms of online education, which resembled correspondence courses, online learning has transformed itself to make use of new digital technologies (Montelongo, 2018) and applications (Major, 2015;Montelongo & Eaton, 2019). Effective online educators utilize various technological tools for content delivery, faculty-student and student-student interaction, and for providing insights, feedback, or discussion of course assignments and activities (Baran, Correia, & Thompson, 2011;Herie, 2005).…”

“…Both asynchronous and synchronous components are vital for effective learning and engagement (Bailey, Schneider, & Vander Ark, 2013;Crawford-Ferre & Wiest, 2012;Major, 2015;Montelongo & Eaton, 2019). While learning management systems serve as structured conduits for the asynchronous posting of course materials, lectures, and tracking of student progress, there is an increasing number of synchronous tools available within such platforms.…”

“…Delivery of online course content starts with a learning management system (LMS) that is functional, reliable, and secure. To move online education towards high-impact levels, there also needs to be institutional support for tools outside the prescribed LMS for course instruction such as video LESS THAN/MORE THAN 74 MONTELONGO / DOI: 10.5929/9.1.5 production services, instructional content designers, and additional applications and programs to enhance the LMS' online instruction (Budhai & Skipwith, 2016;Herie, 2005;Montelongo & Eaton, 2019). Bailey et al (2018) described strategies used by six colleges and universities in the United States to create successful digital learning environments, including findings on the economic outcomes of having highimpact online education.…”