Table of Contents

Active Learning and Student Engagement

Anderson, K. & Anderson, C. Using a Whiteboard. Teaching Online: Synchronous Classes. LinkedIn Learning.

Baker, A. A., & Ryalls, E. (2014). Technologizing Feminist Pedagogy: Using Blog Activism in the Gender Studies Classroom. Feminist Teacher, 25(1), 23–38.

  • An expansion upon the idea of a “classroom space,” this work argues in favor of including both online learning platforms as well as social media blogs into a student’s learning experience. The effectiveness of this is credited to the power dynamic shifts that are seen between students and instructors as a result of its increasing popularity. This work specifically focuses on how online learning has contributed to the feminist movement and development of a feminist pedagogy within institutions. It is argued that in order for an instructor’s work to be considered feminist that their material must reach beyond the classroom or the semester’s end which is facilitated by online learning as well as online platforms such as Facebook which students use more often and with more leisure. Overall, this work explores how the use of online projects in the gender studies classroom expands the bounds of feminist activism.

Bali, M., Caines, A., Hogue, R. J., Dewaard, H. J., & Friedrich, C. (2019, May). Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting. elearn Magazine.

Dai, M. (2007, December). 10 Ways to Engage Students in an Online Course. Online Classroom Newsletter,

Flaherty, C. (2020, April 29). Zoom Boom. Inside Higher Education.

McMurtrie, B. (2020, December 10). Teaching: How to Make Breakout Rooms Work Better. The Chronicle of Higher Education.

Pappas, C. (2017, March 12). 8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course. eLearning Industry.

Purdue College of Engineering. (2020, April 7). 10 Ways to Engage Students Actively Online. Medium.

Wexler, E. (2015, September 16). In Online Courses, Students Learn More by Doing Than by Watching. The Chronicle of Higher Education Blogs: Wired Campus.

Accessibility and Universal Design

Ableser, J. & Moore, C. (2018, September 10). Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage? Educause.

Costa, K. [@karenraycosta]. (2021, September 28). Hello friends: a reminder that I created a fully self-paced, online course on #TraumaAware teaching and learning for all of you amazing higher educators. If you’re interesting in engaging in this work, and you’d like to do it at YOUR pace, check it out [Tweet]. Twitter.

Disability Resource Center. Ten Steps Towards Universal Design of Online Courses. University of Arkansas Little Rock.

Hollingshead, A. & Carr-Chelman, D. (2019, February). Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles. eLearn Magazine.

Knoll, K. R. (2009). Feminist Disability Studies Pedagogy. Feminist Teacher 19(2), 122-33.

TheDOITCenter. (2017, April 6). Quality Education is Accessible [Video]. YouTube. | Watch Here:

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1),20–31. doi:10.1177/1045159517735530.

The Center for Universal Design in Education. (2021, April 9). How can universal design be applied to instruction. DO-IT.

Creating Cultures of Care

Bali, M. (2020, May 28). Pedagogy of Care: Covid-19 Edition. Critical Pedagogy, Educational Technology, Elearning: Reflecting Allowed.

Bond, N. & Gillion, K. (2020, September 1). COVID-19 and Caring-First Social Justice Classrooms. Teachable Moments: The National Teaching & Learning Forum, 29(5), 1–3.

Kennedy ,  E.,  Oliver,  M.,  &  Littlejohn,  A.  (2022, April 15).  “You  make  yourself  entirely  available”: Emotional labour in a caring approach to online teaching. Italian Journal of Educational Technology. DOI: 10.17471/2499-4324/1237

  • This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. The authors state that emotional labour is key to a pedagogy of care and online this can be even more difficult and demanding. However, emotional labour is rarely recognised, rewarded, or supported by universities. By not acknowledging the role of emotional labour in teaching online, structural inequalities in higher education are likely to become further entrenched.

Considering Big Tech and Technology Integration

Brown, N. M. (2018, January 8). Methodological Cyborg as Black Feminist Technology: Constructing the Social Self Using Computational Digital Autoethnography and Social Media. Cultural Studies ↔ Critical Methodologies 19(1), 55–67.

Dean, J. (2001). Feminism in Technoculture. Review of Education, Pedagogy, and Cultural Studies 23(1),23–47.

Hurley, Z., Al-Ali, K. (2021). Feminist Postdigital Inquiry in the Ruins of Pandemic Universities. Postdigit Sci Educ 3, 771–792. 

Purdy, J. P. (2017). Making Space: Writing Instruction, Infrastructure, and Multiliteracies. University of Michigan Press.

General Teaching and Course Development

Bond, N. (2019). Pedagogies of Online Welcome. Faculty Focus.

Darby, F. How to Be a Better Online Teacher: Advice Guide. The Chronicle for Higher Education,

Howard, J. (2020). Online Course Development Guide and Template. Newcomb College Institute.

Hrach, S. (2021). Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. West Virginia Press.

  • “Starting from new research on the body—aptly summarized as ‘sitting is the new smoking’—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.”

Hutchison, E. (2020). Toward an Ethic of Care and Inclusivity in Emergency E-Learning. PS: Political Science & Politics, 17–19.

  • In this article, the author shares tools for making the online classroom more inclusive and engaging for students. The strategies focus on utilizing new advancements in higher education pedagogy and fostering a collaborative environment between students.

Kyei-Blankson, L., Blankson, J., & Ntuli, E. (2019). Care and Culturally Responsive Pedagogy in Online Settings. IGI Global.  

  • As enrollment numbers continue to grow for online education classes, it is imperative instructors be prepared to teach students from diverse groups. Students who engage in learning in classrooms where their backgrounds are recognized and the instruction is welcoming and all-inclusive perform better. Individuals who teach in online settings must endeavor to create caring and culturally appropriate environments to encourage learning among all students irrespective of their demographic composition. Care and Culturally Responsive Pedagogy in Online Settings is a collection of innovative research on the incorporation of culturally sensitive teaching practices in online classrooms, and how these methods have had an impact on student learning. While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking current research on online educators incorporating care and culturally responsive pedagogy into practice.

Maloney, E. J. & Kim, J. Fall Scenario #13: A HyFlex Model. Inside Higher Ed. Retrieved May 29, 2020, from,

McMurtie, B. (2020). How to Engage Students in a Hybrid Classroom. The Chronicle of Higher Education.

Miller, M. D. (2020). Going Online in a Hurry: What to Do and Where to Start. The Chronicle of Higher Education.

Morris, S. M., & Stommel, J. (2018). An Urgency of Teachers: the Work of Critical Digital Pedagogy. Hybrid Pedagogy. 

  • Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.As the authors write in their introduction: “It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important (urgent) role to play.”This collection of essays explores the authors’ work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

Thompson, B. W. (2017). Teaching with Tenderness: toward an Embodied Practice. University of Illinois Press.

  • Teaching with Tenderness follows in the tradition of bell hooks’s Teaching to Transgress and Paulo Freire’s Pedagogy of the Oppressed, inviting us to draw upon contemplative practices (yoga, meditation, free writing, mindfulness, ritual) to keep our hearts open as we reckon with multiple injustices. Teaching with tenderness makes room for emotion, offers a witness for experiences people have buried, welcomes silence, breath and movement, and sees justice as key to our survival. It allows us to rethink our relationship to grading, office hours, desks, and faculty meetings, sees paradox as a constant companion, moves us beyond binaries; and praises self and community care. Tenderness examines contemporary challenges to teaching about race, gender, class, nationality, sexuality, religion, and other hierarchies. It examines the ethical, emotional, political, and spiritual challenges of teaching power-laden, charged issues and the consequences of shifting power relations in the classroom and in the community. Attention to current contributions in the areas of contemplative practices, trauma theory, multiracial feminist pedagogy, and activism enable us to envision steps toward a pedagogy of liberation. The book encourages active engagement and makes room for self-reflective learning, teaching, and scholarship.