A Critical Pedagogy Approach to Online Education: What we Learned from a U.S./South African Course PROCEEDINGS
Christopher Devers, University of San Diego, United States
Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)
The purpose of this study was to explore the effect of using a critical pedagogy approach in an online environment. The participants were students involved in the course “Teaching and Learning about Africa” at a Midwestern and South African university. Students were able to participate in their native country while interacting with others abroad. The theoretical framework for the course and the research was critical pedagogy (Freire, 1970). The online discussions, readings, and assignments challenged students’ worldviews and framed a problem-posing and authentic educational atmosphere, which offered students the chance to think critically, learn, and grow both academically and personally.
Devers, C. (2011). A Critical Pedagogy Approach to Online Education: What we Learned from a U.S./South African Course. In S. Barton et al. (Eds.), Proceedings of Global Learn 2011 (pp. 2199-2204). Association for the Advancement of Computing in Education (AACE).
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