"It Felt Like a Real Classroom": Applying Pedagogical Care in Online Teaching and Learning Design.
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| Title: | "It Felt Like a Real Classroom": Applying Pedagogical Care in Online Teaching and Learning Design. |
|---|---|
| Authors: | Rowe, Paula1 |
| Source: | Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-21. 21p. |
| Subject Terms: | *Student engagement, *Educational support, *Higher education, *Educational equalization, *Interactive learning, *Minority students, *Social work education, *Online education |
| Abstract: | Online learning widens access to higher education for underrepresented students. A safe learning space that fosters relational dialogue is crucial for recognising the "complexities and wisdom" that diverse learners bring and creating conditions that value students as "whole people" (Motta & Bennett, 2018). However, flexible delivery can make it challenging to engage online learners in class dialogue, especially students who lack confidence to engage with peers and teachers (Lawrence et al., 2024). In response, action research was undertaken with "equity-like" students enrolled in fully online human service degrees to learn about the barriers and enablers to joining class discussions. An applied framing of pedagogical care was used to co-design and evaluate a dialogic learning activity dubbed the "care-full Zoom" with multiple ways to join the conversation in synchronous and asynchronous modes. Mapping care-full teacher qualities to student learning outcomes revealed practical ways that pedagogical care can be exercised in online learning design. Results show considerably improved engagement with content, peers, and teachers following implementation of the care-full Zoom. Crucially, students reported greater confidence in their capabilities as students and as emerging lived experience practitioners. The findings are significant for supporting growing numbers of underrepresented students accessing higher education through online study options. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194591175 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194591175 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/1404va60 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1 Subjects: – SubjectFull: Student engagement Type: general – SubjectFull: Educational support Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Interactive learning Type: general – SubjectFull: Minority students Type: general – SubjectFull: Social work education Type: general – SubjectFull: Online education Type: general Titles: – TitleFull: "It Felt Like a Real Classroom": Applying Pedagogical Care in Online Teaching and Learning Design. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rowe, Paula IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 2nd Quarter Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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