Beginning the Process of Humanizing Online Learning
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This chapter considers two autoethnographic case studies of two teachers as they report on their journey towards making online learning more authentic, personal and humanized. One teacher is a secondary school technology and applied science teacher, and the other, a tertiary history and literature lecturer. In both cases, an initial reticence and even fear transitions into a journey of discovery into the online format. The importance of technical support, pedagogical support and administrative enthusiasm are seen as vital to a healthy transition to an online learning environment that maximizes its technological advantages. A link is drawn between humanizing the transition for teachers and humanizing the experience for students.
Keyword(s):
2018 ◽
Vol 14
(1)
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Keyword(s):
2015 ◽
Vol 12
(1)
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pp. 15-27
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