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Last year, my university offered online instructors two video tools on a trial basis: Flipgrid and VoiceThread. While VoiceThread’s features did not suit the classes on my schedule, I might incorporate it with advanced students in the future. Flipgrid, a Minneapolis-based educational startup (acquired in mid-2018 by Microsoft), uses ...
"We are all wanderers on this planet.” In my wanderings through the written word over the last month, I met the American poet Robert Lax (1915-2000). For a time his greatest claim to fame was his deep and lasting friendship with the Trappist monk Thomas Merton, yet Lax’s contributions ...
Supporting Multiculturalism in Open and Distance Learning Spaces
Date Reviewed: January 18, 2019
Globalization directly affects all spheres of human activity. Higher education is no exception. Teachers are encouraged to engage emerging technologies and devices in the practice of their teaching with the hope of advancing student learning. The popularity of distance learning is one example of globalization’s reach. Anyone with an Internet connection can pursue higher education. Boundaries and barriers to education are easily crossed through Internet technology. Cooperation across international higher educational boundaries fosters new cooperation among faculty and raises questions about what connotes learning in diverse cultural contexts. Supporting Multiculturalism in Open and Distance Learning Spaces by Elif Toprak and Evrim Genc Kumtepe provides a detailed overview of contemporary cultural issues and complexities in distance education. The book helps teachers, researchers, scholars, and policymakers approach global education from a variety of cultural perspectives.
The book is divided into three sections. Section 1, “Cultural Issues in Management and Global Distance Education,” describes the practical experience the authors gained when working in open or distance education environments. For example, this section covers such topics as the influence of gender on educational policies, the role of quality assurance, and the relationship between cultural perspectives and efficient distance learning. Section 2, “Cultural Issues in Theory and Technology,” looks at close cooperation between education, culture, and technology, starting from the rise of the modern digital era to contemporary contexts. It emphasizes how important it is for the educators to “effectively internalize the premodern, modern, and postmodern eras” (1) or risk either losing a necessary contact with their students or misjudging their conduct and aspirations. The important role of virtual culture and culturally-sensitive instructional design principles is foregrounded in Section 3, “Cultural Issues in Instructional Design and Communication.” For example, “Culturally Sensitive Instructional Design Principles for Online Learning Environments,” explores different components of culture in the learning space, analyzes Hofstede’s Theory of Cultural Dimensions, and evaluates other cultural frameworks and their application in distance learning.
Supporting Multiculturalism in Open and Distance Learning Spaces is organized to share experiences and find efficient ways to nurture multiculturalism in learning environments. The book will interest both practitioners and scholars as it contains useful information on theoretical approaches to open and distance learning spaces, analysis of relevant studies, and practical advice on how to utilize various aspects of global education. The three sections with their specific foci enable readers to quickly surf the book without having to read every chapter. Each section contains a detailed reference list of literature, which is also an essential benefit of the book.
I distinctly remember what my husband said when he found me typing an email to a student in the middle of the night, the glow of my laptop illuminating my face in the darkness: “You need to set better boundaries.” Suffering from insomnia–whether it was in the late stages ...
Creativity & Critique in Online Learning: Exploring and Examining Innovations in Online Pedagogy
Date Reviewed: December 13, 2018
The growth of online education prompts a need for qualitative research about student learning outcomes and teaching methodologies. It also requires the production of specific educational material that is consonant with this educational medium. In addition, practical advice for online educational methods is warranted. This book is a collection of articles that address a range of concerns within online education. The authors do a good job in the critical assessment of the current possibilities that online education provides. It also invites readers to engage in complex discussions about online education in the future.
Creativity and Critique in Online Learning is divided into two parts. The first part is concerned with teaching practices. In particular, it examines available online teaching instruments and places online education in a broader context. This section of the book contributes a detailed analysis of online forums, discusses ways to make online teams work effectively, and explores how popular social networks, such as Facebook, contribute to informal learning. It also discusses what role multisensory learning has in online space, how to use all the senses in online education, as well as how to nurture creativity and critical assessment. This section is of interest to teachers and students alike because it looks at practical aspects of online education and gives useful advice on how to use them productively.
The second part of the book focuses on particular online teaching challenges and how to effectively engage them. Online academic cheating, its growth, and various ways to fight this phenomenon are addressed. In addition, it provides help for how to build successful relationships, instill values, and cherish identity in the online teaching community. This section also takes a closer look at massive open online courses and their drawbacks, both explicit and implicit. One of the most interesting articles in this part is “The Move to Online Teaching: A Head of Department’s Perspective” by Diane Preston. This chapter invites readers to examine online education through the eyes of an experienced educator who is concerned about both the teaching process and institutional concerns.
Overall, Creativity and Critique in Online Learning is recommended for a broad audience of educators. It contains useful information for teachers who are currently involved in online teaching, scholars, and policymakers in online education, as well as teachers practicing a traditional form of education and looking for interesting and innovative ways to make their subjects more appealing to contemporary students. One of the main pros of this book is that it does not try to present online education as a modern teaching panacea or the only choice for education in the future. On the contrary, the book presents online teaching in an unbiased manner. While it certainly praises the advantages and possibilities online education has for all participants of the teaching process, it also reveals existing flaws and addresses specific dangers of online education.