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Teaching and learning for social justice and equity in higher educationvirtual settings /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching and learning for social justice and equity in higher educationedited by Laura Parson, C. Casey Ozaki.
Reminder of title:	virtual settings /
other author:	Parson, Laura.
Published:	Cham :Springer International Publishing :2022.
Description:	xix, 343 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Education, HigherPhilosophy.
Online resource:	https://doi.org/10.1007/978-3-030-88608-0
ISBN:	9783030886080$q(electronic bk.)

Teaching and learning for social justice and equity in higher educationvirtual settings /
Teaching and learning for social justice and equity in higher educationvirtual settings /[electronic resource] :edited by Laura Parson, C. Casey Ozaki. - Cham :Springer International Publishing :2022. - xix, 343 p. :ill., digital ;24 cm.

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.

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.

ISBN: 9783030886080$q(electronic bk.)

Standard No.: 10.1007/978-3-030-88608-0doiSubjects--Topical Terms:

299501
Education, Higher
--Philosophy.

LC Class. No.: LB2322.2 / .T43 2022

Dewey Class. No.: 378.001

Teaching and learning for social justice and equity in higher educationvirtual settings /
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505 0 $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.
520 $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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