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.
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.
Laura Parson (she/her/hers) is Assistant Professor of Higher Education at North Dakota State University, USA. Previously, she was Assistant Professor in the Higher Education Administration Program at Auburn University, USA, where she coordinated thlF
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