Online and Hybrid Teaching

Page Contents

Active Learning and Student Engagement

Anderson, Kat and Corbin Anderson. “Using a Whiteboard.” in Teaching Online: Synchronous Classes. LinkedIn Learning. https://www.linkedin.com/learning/teaching-online-synchronous-classes/using-a-whiteboard?u=26106002.

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Bali, Maya, Autumn Caines, Rebecca J. Hogue, Helen J. Dewaard, Christian Friedrich. “Intentionally Equitable Hospitality in Hybrid Video Dialogue: The Context of Virtually Connecting.” elearn Magazine. May 2019. https://elearnmag.acm.org/featured.cfm?aid=3331173.

Dai, Mingsheng. “10 Ways to Engage Students in an Online Course.” Online Classroom Newsletter, 2007., 8. Accessed July 7, 2020. https://lt.arts.mq.edu.au/wp-content/uploads/2020/03/online_classroom_newsletter.pdf.

Flaherty, Colleen. “Zoom Boom.” Inside Higher Education. April 29, 2020. https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable.

McMurtrie, Beth. “Teaching: How to Make Breakout Rooms Work Better.” The Chronicle of Higher Education. December 10, 2020. https://www.chronicle.com/newsletter/teaching/2020-12-10?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1801897_nl_Academe-Today_date_20201210&cid=at&source=ams&sourceId=5192809.

Pappas, Christopher, “8 Creative Ideas For Active Learning Activities To Include In Your ELearning Course.” eLearning Industry. March 12, 2017. https://elearningindustry.com/creative-ideas-active-learning-activities-include-elearning-course.

Purdue College of Engineering. “10 Ways to Engage Students Actively Online.” Medium, April 7, 2020. https://medium.com/purdue-engineering/10-ways-to-engage-students-actively-online-c1edc5e500ea.

Wexler, Ellen. “In Online Courses, Students Learn More by Doing Than by Watching.” The Chronicle of Higher Education Blogs: Wired Campus, September 16, 2015. https://www.chronicle.com/blogs/wiredcampus/in-online-courses-students-learn-more-by-doing-than-by-watching.

Accessibility and Universal Design

Ableser, Judy and Christina Moore. “Universal Design for Learning and Digital Accessibility: Compatible Partners or a Conflicted Marriage?Educause. Accessed July 7, 2020. https://er.educause.edu/articles/2018/9/universal-design-for-learning-and-digital-accessibility-compatible-partners-or-a-conflicted-marriage.

Disability Resource Center. “Ten Steps Towards Universal Design of Online Courses.” University of Arkansas Little Rock, Accessed July 7, 2020. https://ualr.edu/disability/online-education/.

Hollingshead, Aleksandra and Davin Carr-Chelman.“Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles.” eLearn Magazine. February 2019. https://elearnmag.acm.org/archive.cfm?aid=3310383.

Knoll, Kristina R. “Feminist Disability Studies Pedagogy.” Feminist Teacher 19, no. 2 (2009): 122-33. Accessed July 7, 2020. www.jstor.org/stable/40546086.

Quality Education is Accessible.” DO-IT: Disabilities, Opportunities, Internetworking, and Technology. Accessed July 7, 2020. https://www.youtube.com/watch?v=q4_LKVTaXpo&feature=youtu.be. | Watch Here:

Rogers-Shaw, Carol, Davin J. Carr-Chellman, and Jinhee Choi. “Universal Design for Learning: Guidelines for Accessible Online Instruction.” Adult Learning, 29, no. 1 (February 2018): 20–31. doi:10.1177/1045159517735530.

The Center for Universal Design in Education. “How can universal design be applied to instruction.” DO-IT. Accessed July 7, 2020. https://www.washington.edu/doit/how-can-universal-design-be-applied-instruction?128=.

Considering Big Tech and Technology Integration

Brown, Nicole Marie. “Methodological Cyborg as Black Feminist Technology: Constructing the Social Self Using Computational Digital Autoethnography and Social Media.” Cultural Studies ↔ Critical Methodologies 19, no. 1 (February 2019): 55–67. https://doi.org/10.1177/1532708617750178.

Dean, Jodi. “Feminism in Technoculture.” Review of Education, Pedagogy, and Cultural Studies 23, no. 1 (2001): 23–47. https://doi.org/10.1080/1071441010230103.

Purdy, James P. Making Space: Writing Instruction, Infrastructure, and Multiliteracies. Ann Arbor, MI: University of Michigan Press, 2017. https://doi.org/10.3998/mpub.7820727.

 

General Teaching and Course Development

Bond, Niya. “Pedagogies of Online Welcome.” Faculty Focus. December 19, 2019. https://www.facultyfocus.com/articles/online-education/pedagogies-of-welcome/.

Darby, Flower. “How to Be a Better Online Teacher: Advice Guide.” The Chronicle for Higher Education, https://www.chronicle.com/interactives/advice-online-teaching.

Howard, Jacquelyne. “Online Course Development Guide and Template.” Newcomb College Institute. Updated July 7, 2020. https://tulane.box.com/s/6xvuzp3gwp44tbsieeg7epnhp0ohvmbz.

Hrach, Susan. Minding Bodies: How Physical Space, Sensation, and Movement Affect Learning. Morgantown: West Virginia Press, 2021. https://wvupressonline.com/node/866.

  • “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, Emma. “Toward an Ethic of Care and Inclusivity in Emergency E-Learning.” PS: Political Science & Politics, 2020, 17–19. https://doi.org/10.1017/s1049096520001602.

  • 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, Lydia, Joseph Blankson, and Esther Ntuli. Care and Culturally Responsive Pedagogy in Online Settings. Hershey PA: IGI Global, 2019. https://www.igi-global.com/book/care-culturally-responsive-pedagogy-online/210215.

  • 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, Edward J. and Joshua Kim. “Fall Scenario #13: A HyFlex Model.” Inside Higher Ed. Accessed May 29, 2020. https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model.

McMurtie, Beth. “How to Engage Students in a Hybrid Classroom.” The Chronicle of Higher Education, July 9, 2020. https://www.chronicle.com/article/How-to-Engage-Students-in-a/249143?utm_source=at&utm_medium=en&utm_source=Iterable&utm_medium=email&utm_campaign=campaign_1354380&cid=at&source=ams&sourceId=5192809.

Miller, Michelle D. “Going Online in a Hurry: What to Do and Where to Start.” The Chronicle of Higher Education, March 9, 2020. https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207.

Morris, Sean Michael, and Jesse Stommel. An Urgency of Teachers: the Work of Critical Digital Pedagogy. United States: Hybrid Pedagogy, 2018. https://urgencyofteachers.com/.

  • 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, Becky W. Teaching with Tenderness: toward an Embodied Practice. Urbana: University of Illinois Press, 2017. https://www.press.uillinois.edu/books/catalog/45hss6kk9780252041167.html.

  • 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.