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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Developing inclusive practices with technologies for online teaching and learning
T2 - Colloquium
AU - Passey, Donald
N1 - Export Date: 6 December 2018 Correspondence Address: Passey, D.; Department of Educational Research, Lancaster UniversityUnited Kingdom; email: d.passey@lancaster.ac.uk References: Alexander, R.J., (2008) Towards Dialogic Teaching: Rethinking Classroom Talk, , 4th edition. Cambridge: Dialogos; Barrows, H.S., Problem-based learning in medicine and beyond: A brief overview (1996) New Directions for Teaching and Learning, 68, pp. 3-12; Biasutti, M., The student experience of a collaborative e-learning university module (2011) Computers & Education, 57 (3), pp. 1865-1875; Burgstahler, S., Opening doors or slamming them shut? 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PY - 2017/8/1
Y1 - 2017/8/1
N2 - INTRODUCTION: The purpose of this paper is to explore ways that online learning might support the full spectrum of learners (those with specific social and emotional difficulties or mobility or physical disabilities, for example). METHODOLOGY: The paper draws out theoretical conceptions of inclusive practices for teaching and learning when activities deploy online technologies, using evidence from current literature. The scope of the paper is limited in two ways: to online learning and inclusive practices for the adult age group (those in higher, further, vocational education and training); and to practices concerned with subject and topic learning (rather than interventions addressing specific educational needs). Some existing taxonomies are used to explore initial dimensions and features, and a new theoretical framework is drawn through an inductive process of analysis. RESULTS: The theoretical framework defines key factors for online tutors to consider: possible spatial and physical barriers – access to learning, spatially within work or home environments; implications of tutor or learning focus – accommodating the demands of learning activities adopted; social focus - accommodating the social concerns and engagement of others; emotional focus - accommodating the demands and engagement of others; and cognitive focus - accommodating specific cognitive needs. DISCUSSION: The theoretical framework factors are related to specific individual characteristics that might be presented within a wide inclusive group online. These highlight key concerns that online tutors should consider in these cases. Although new tools are being developed that could allow us to monitor social and emotional shifts in individuals and groups working online, allowing for more timely tutor intervention, taking cognisance of findings from previous studies, as in the theoretical framework offered here, can nevertheless provide us with ways to at least ensure we consider the challenges already recognised when we support wide inclusive participation
AB - INTRODUCTION: The purpose of this paper is to explore ways that online learning might support the full spectrum of learners (those with specific social and emotional difficulties or mobility or physical disabilities, for example). METHODOLOGY: The paper draws out theoretical conceptions of inclusive practices for teaching and learning when activities deploy online technologies, using evidence from current literature. The scope of the paper is limited in two ways: to online learning and inclusive practices for the adult age group (those in higher, further, vocational education and training); and to practices concerned with subject and topic learning (rather than interventions addressing specific educational needs). Some existing taxonomies are used to explore initial dimensions and features, and a new theoretical framework is drawn through an inductive process of analysis. RESULTS: The theoretical framework defines key factors for online tutors to consider: possible spatial and physical barriers – access to learning, spatially within work or home environments; implications of tutor or learning focus – accommodating the demands of learning activities adopted; social focus - accommodating the social concerns and engagement of others; emotional focus - accommodating the demands and engagement of others; and cognitive focus - accommodating specific cognitive needs. DISCUSSION: The theoretical framework factors are related to specific individual characteristics that might be presented within a wide inclusive group online. These highlight key concerns that online tutors should consider in these cases. Although new tools are being developed that could allow us to monitor social and emotional shifts in individuals and groups working online, allowing for more timely tutor intervention, taking cognisance of findings from previous studies, as in the theoretical framework offered here, can nevertheless provide us with ways to at least ensure we consider the challenges already recognised when we support wide inclusive participation
KW - Online learning
KW - inclusive practices
KW - blended learning
KW - pedodigal concerns
KW - pedagogies
KW - development strategies
U2 - 10.13042/Bordon.2017.53523
DO - 10.13042/Bordon.2017.53523
M3 - Journal article
VL - 69
SP - 25
EP - 40
JO - Bordon, Revista de Pedagogia
JF - Bordon, Revista de Pedagogia
SN - 0210-5934
IS - 3
Y2 - 20 October 2015 through 20 October 2015
ER -