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220201 ||| eng |
| 020 |
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|a 9783030886080
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| 100 |
1 |
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|a Parson, Laura
|e [editor]
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| 245 |
0 |
0 |
|a Teaching and Learning for Social Justice and Equity in Higher Education
|h Elektronische Ressource
|b Virtual Settings
|c edited by Laura Parson, C. Casey Ozaki
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2022, 2022
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| 300 |
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|a XIX, 343 p. 18 illus., 13 illus. in color
|b online resource
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| 505 |
0 |
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|a 1. Introduction -- 2. Examination of virtual and online education settings through a social justice lens -- 3. A review of online technologies and tools to promote learning through a social justice lens -- 4. Promoting equitable access to content through learning management systems -- 5. Best practices to employ kinesthetic and hands-on learning in virtual settings -- 6. Considering equitable access to course content through asynchronous online learning -- 7. Creating collaborative opportunities for learning in the virtual classroom -- 8. Faculty Development programming for developing competence in online classroom settings -- 9. Providing Title IX and other cultural awareness and competency training online -- 10. Assessing learning in the virtual classroom -- 11. Conclusion.
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| 653 |
|
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|a Teachers—Training of
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| 653 |
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|a Higher Education
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| 653 |
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|a Digital Education and Educational Technology
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| 653 |
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|a Education, Higher
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| 653 |
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|a Educational technology
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| 653 |
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|a Teaching and Teacher Education
|
| 700 |
1 |
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|a Ozaki, C. Casey
|e [editor]
|
| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
|
| 856 |
4 |
0 |
|u https://doi.org/10.1007/978-3-030-88608-0?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
0 |
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|a 378
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| 520 |
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|a This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering.
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