Using Transformative Pedagogy When Teaching Online

Meyers, Steven A.

doi:10.3200/ctch.56.4.219-224

Cited by 110 publications

(98 citation statements)

References 11 publications

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“…When used in conjunction with instructional methods that promote reflection, inquiry, and collaboration, technologies enable participants to shift dialogue beyond one-dimensional information sharing to significant learning originating in experiential settings (Barab, Thomas, & Merrill, 2001). Meyers (2008) suggests that discussions structured to facilitate critical discourse and inquiry are particularly effective when carried on in virtual environments insofar as they encourage explorations of issues related to social equity; the results of this study reinforce his theory insofar as dialogue was successfully extended beyond classroom confines to distinctive communities throughout the United States and into Mexico and England. Garrison, Anderson, and Archer (2000) found that virtual classrooms indeed provide environments in which reflective discourse is fostered and critical inquiry nurtured as a means to extend positive, collaborative educational transactions.…”

Section: Using Technologies To Extend Instructional Impactsupporting

confidence: 63%

Teaching and learning social justice through online service-learning courses

Guthrie

McCracken

2010

IRRODL

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Creating a virtual classroom in which diverse students feel welcome to discuss and experience topics related to social justice, action, and change is a study in the value of connectedness and collaboration. Through a combination of technologies, pedagogies, and on-site experiences, virtual cultures develop that encourage the formation of demanding yet stimulating learning environments in which communications and interactions are intellectually transformative. This article explores student perceptions of their participation in an online service-learning course while working in local service organizations. Qualitative methodology was used to identify the philosophical intersection at which multiple pedagogies meet: social justice, service-learning, civic engagement, and leadership as instructed in a web-based environment. This study illustrates the capacity for intentionally constructed online educational experiences focused on social justice, civic engagement, and leadership to affect learning and to provide educators with pedagogical best practices to facilitate requisite change in teaching practice.

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Section: Using Technologies To Extend Instructional Impactsupporting

confidence: 63%

Teaching and learning social justice through online service-learning courses

Guthrie

McCracken

2010

IRRODL

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“…The course had many "experts" in those who had written the book chapters and journal articles that made up the assigned readings, as well as articles, news items, and so on, that students posted. A teacher's role should be to participate in, mediate, and facilitate student learning in a safe and inviting environment (Meyers 2008). Taking on a more facilitating role rather than an expert role is not easy for teachers.…”

Section: Running the Coursementioning

confidence: 99%

“…It can be used as a guide and frame for developing any teaching and learning enterprises. It aligns readily with action learning (Aubusson et al 2009;Albers 2008) and transformative pedagogy (Meyers 2008) and is underpinned by the principles of social constructivism (Twomey Fosnot 1996).…”

Section: Pedagogymentioning

confidence: 99%

“…Over the ensuring years, these structures and processes have "worked" in each session's course to build a strong community of learners who are highly engaged, who are willing to share and challenge each other, and who develop deep knowledge and analytic skills about the teaching of reading (Meyers 2008). While the online space allows for a general "repository" for the input, tasks, and students' responses, the use of interactive mobile tools is critical in bringing together the personal dimension (inside-out view) and external dimensions (outside in view), as outlined in Fig.…”

Section: Running the Coursementioning

confidence: 99%

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Transformation of Traditional Face-to-Face Teaching to Mobile Teaching and Learning: Pedagogical Perspectives

Turbill

2015

Handbook of Mobile Teaching and Learning

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Teaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ? What teaching practices are best to use? Will student learning outcomes be better or worse as a result? And for many the question asked is simply how can this be done? In this chapter a framework for designing and implementing "online" pedagogy is shared. This framework is underpinned by Turbill's (From a personal theory to a grounded theory in staff development. Unpublished doctoral dissertation, University of Wollongong, Wollongong, 1994; The role of a facilitator in a professional learning system: the frameworks project. In: Hoban G (ed) Teacher learning for educational change: a systems thinking approach. Open University Press, Buckingham, pp 94-114, 2002) integrative theory of learning and draws on Herrington and Bunker's (Quality teaching online: putting pedagogy first. In: Quality conversations, proceedings of the 25th HERDSA annual conference, Perth, 7-10 July 2002, pp 305-312) pedagogical guidelines. Both are unpacked and explained using a case study that provides the reader with a pedagogical perspective that is both doable and proven to be successful. AbstractTeaching students in a face-to-face context has been and, in many institutions of education, still is the only form of teaching in higher education. However, in the past 20 years, there has been a slowly increasing movement toward transforming the higher education teaching and learning experience from face-to-face to a mobile online learning experience. For most teachers this move is quite a challenge and raises many issues and questions. These include questions such as: What mobile technologies are available to employ?What teaching practices are best to use? Will student learning outcomes be better or worse as a result?And for many the question asked is simply how can this be done? In this chapter a framework for designing and implementing "online" pedagogy is shared. This framework is underpinned by Turbill's (From a personal theory to a grounded theory in staff development. Unpublished doctoral dissertation, University of Wollongong, Wollongong, 1994; The role of a facilitator in a professional learning system: the frameworks project. In: Hoban G (ed) Teacher learning for educational change: a systems thinking approach. Open University Press, Buckingham, pp 94-114, 2002) integrative theory of learning and draws on Herrington and Bunker's (Quality teaching online: putting pedagogy first. In: Quality conversations, proceedings of the 25th HERDSA annual conference, Perth, 7-10 July 2002, pp 305-312) pedagogical guideline...

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“…Transformative learning is the process through which students experience intellectual and personal growth by examining assumptions, reflecting on diverse perspectives, and ultimately acquire new knowledge and skills. Meyers (2008) suggests ways for teachers to use this approach effectively online: "(a) create a safe and inviting environment, (b) encourage students to think about their experiences, beliefs and biases (c) use teaching strategies that promote student engagement and participation, (d) pose real-world problems that address social inequalities, and (e) help students implement action-oriented solutions" (p. 220). The instructor concluded each conversation thread with a positively worded, non-judgmental summary of the positions and arguments that each participant contributed.…”

Section: Course Descriptionmentioning

confidence: 99%

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

Walsh

Baynton²

2012

IJHE

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Social work is a discipline that emphasizes personal contact and has traditionally been taught face-to-face. This paper examines whether online learning is appropriate for educating social workers about family violence. It describes a newly-developed online course in family violence and evaluates its effectiveness. Two surveys of the class and an analysis of discussion boards provided quantitative and qualitative data. Results suggest that online teaching was effective in meeting course objectives and learner needs. The course did provide knowledge in the area of family violence that students then applied to their practices. The online learning environment proved to be safe, inclusive, acceptable and accessible to learners.

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Using Transformative Pedagogy When Teaching Online

Cited by 110 publications

References 11 publications

Teaching and learning social justice through online service-learning courses

Teaching and learning social justice through online service-learning courses

Transformation of Traditional Face-to-Face Teaching to Mobile Teaching and Learning: Pedagogical Perspectives

Distance Education in Social Work: An Evaluation of an Undergraduate Course on Family Violence

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