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Creating Spaces for Deep Conversations Around Equity in Synchronous Online Learning Environments: A Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating Spaces for Deep Conversations Around Equity in Synchronous Online Learning Environments: A Case Study./
作者:	Schreder, Karen A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	81 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28547278
ISBN:	9798492722876

Creating Spaces for Deep Conversations Around Equity in Synchronous Online Learning Environments: A Case Study.
Schreder, Karen A.

Creating Spaces for Deep Conversations Around Equity in Synchronous Online Learning Environments: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 81 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (D.Ed.)--University of Oregon, 2021.

This item must not be sold to any third party vendors.

Distance education is a new frontier for many rural California schools. In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms for the entire state. In discussion-based classrooms, where students build learning from the material, and interaction with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on teaching about deep, challenging issues in the area of educational equity using a web-based platform. Focusing on a Northern California University course that is a pre-requisite for teacher candidates, data were collected over the course of two semesters. Forty-eight students were surveyed regarding their experiences taking part in deep discussion around equity issues over a synchronous Zoom platform. Interviews with four instructors and seven student volunteers were conducted to add depth to the survey data. A key finding from this dissertation is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race and gender-based preferences in engagement with the class material. Data indicate that the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts is important to reaching all students when engaging an online class in discussions about race, gender, and sexuality.

ISBN: 9798492722876Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Equity

Creating Spaces for Deep Conversations Around Equity in Synchronous Online Learning Environments: A Case Study.
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