CTE Online Teaching Resources

The paper reviews the failure of English language global e-learning in the light of industry marketing strategies, the economics of online education, and the specifics of AsiaPacific nations including unmet demand for education. It argues that for exporter universities, the potential of cross-border online education can only be realised if communications capacity in the Asia-Pacific nations is enhanced; and online programs are teaching-intensive, and customised for cultural and linguistic variations. Long-term equal partnerships with local and system providers are essential. For policy makers, the implosion of global e-learning points to the need to use expert judgment in relation to the different options for enhancing the capacity of higher education at home and abroad. It also suggests the need for greater scepticism about commercially driven scenarios and claims of company prospectuses, and about the viability of market-controlled paths of development.

Teaching Oceania is a new publication series created with the collaboration of scholars from around the Pacific region to address the need for appropriate literature for undergraduate Pacific Islands Studies students throughout Oceania. The series is designed to take advantage of digital technology to enhance texts with embedded multimedia content, thought-provoking images, and interactive graphs. The first volumes (1-4) were drafted in a collective process at the Center for Pacific Islands Studies' Teaching Oceania workshop, held 16-18 February 2016, and cosponsored by Kapiolani Community College and Brigham Young University Hawai`i.

Educational underachievement is well documented for minority students living in Australia. Our work with Mãori and Pacific Island (MPI) students highlights several factors that impede their participation in education. Drawing on four case studies of MPI university students, we report on the educultural factors that functioned to constrain or positively impact their academic participation. Template analysis was used to analyse in-depth interviews with the students and highlighted some cultural and relational tensions as possible barriers to successful participation. However, a number of mitigating factors including student-teacher relationships, teacher characteristics and pedagogies supported their pursuit of, and engagement in higher education. The data suggests that MPI students benefit from strong relational connections with teachers throughout their educational experience. This conclusion has implications for an educultural pedagogy to be considered in teacher education courses and for in-service professional learning for teachers working across education sectors.

Globalization has resulted in cultural diversity across the nation. In healthcare, people of minority cultures and ethnicities experience a more significant effect on negative health issues. Health care has evolved into an evidence-based science that does not always take into account the culture of the patient. Culture plays a role in how people interact with others. Cultural safety is a concept that describes the dismissive treatment of native peoples that is not respectful or inclusive of their values and customs. The trust built within these relationships helps to create expectations and cooperation that is mutually beneficial for both parties. Cultural humility is the goal of cultural safety and is a critical factor in building a foundation for a trusting, beneficial relationship. Project participants will receive a three-hour online educational module along with a pre and post-test. The goal for this project is to increase the awareness of the importance that creating a culturally safe atmosphere is an integral part of providing quality health care to Native Hawaiians and other minorities in Hawai'i. It is the assumption that the outcome of this project will result in improved therapeutic relationships between providers and patients, which will translate into improved health outcomes for their patients. The project recruited a small number of participants and as a result, statistical significance was not found. Comments from the participants found the educational module to be timely, important and useful

The authors explore some unique challenges and opportunities that educators may encounter when integrating technology in the multicultural counseling curriculum. The authors discuss pedagogical strategies that can enhance distance learners' multicultural and social justice counseling competencies. Through an intersectional, social construction pedagogy, counselor educators can decolonize traditional multicultural counseling curricula and foster an international distance learning environment. Additional innovative approaches and resources, such as online multiculturally oriented student services, online student-centered multiculturally based organizations and workshops, and office hours for mentoring online international students and supporting distance learners' needs, are described.

Over the last decade, there has been a significant rise in awareness among educators and the public about racial microaggressions. Coined by Chester Pierce in the 1970’s, racial microaggressions are the subtle forms of racism that are communicated to people of color through messages that degrade and demean them.

Many teachers and educational researchers have claimed to adopt tenets of culturally relevant education (CRE). However, recent work describes how standardized curricula and testing have marginalized CRE in educational reform discourses. In this synthesis of research, we sought examples of research connecting CRE to positive student outcomes across content areas. It is our hope that this synthesis will be a reference useful to educational researchers, parents, teachers, and education leaders wanting to reframe public debates in education away from neoliberal individualism, whether in a specific content classroom or in a broader educational community

The rise of online learning in higher education presents a unique challenge for educators committed critical pedagogy. This article offers a brief review of the development of online learning. Then with the assistance of Feenberg’s Critical Theory of Technology, the author analyzes the practice of online teaching and learning through the lens of several Freirean concepts.

In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning.

On February 16, 2018, Sean Michael Morris and Lora Taub-Pervizpour presented a joint keynote for a Digital Pedagogy Lab event at the University of Delaware. This article is the transcript for that presentation.

This article describes a narrative study exploring the challenges that international teaching assistants (ITAs) encounter when using humor in North American university classrooms. Twenty participants were recruited from twelve teaching fields. Each ITA participated in two interviews and a videotaped teaching observation. The participants talked about their use of humor in the classroom and the reasons they were reluctant to engage in humor. These autobiographical narratives were then subjected to thematic analysis (Braun & Clarke, 2013). Findings from this study revealed that the ITAs specified linguistic, cultural, social, and authoritative challenges to using humor, but then explore the ITAs’ personal strategies to overcome these obstacles. The article concludes with a discussion of how humor can benefit ITA training programs and provide a way to explore the connections between language, culture, and pedagogy.

As various stakeholders examine the value and quality of higher education, a greater emphasis is being put on educational outcomes. There is constant focus on improving the quality of undergraduate education and one of the keys to this is understanding what makes a good instructor. Effective instructors rely on a variety of tools and techniques to engage their students and help them learn. One common tool that instructors in higher education rely on in the classroom is humor. The primary research question this study is attempting to answer is: In what ways, if any, does humor infused instruction promote high levels of affective, cognitive, and participant perceptions of behavioral engagement among college students? The researcher's hypothesis is that college students who view video clips of humor infused instruction will be significantly more affectively, cognitively, and behaviorally engaged than students who view video clips of the same instructional content without humor.

This paper presents the results of the analysis of data from six Coursera courses offered by the University of Michigan from fall 2012 through winter 2013. In this analysis learners who self-identified as being unable to afford to pursue a formal education (the target group) were contrasted to other learners (the comparison group) in terms of demographics, motivations, course enrollment, engagement and performance. This article provides a discussion of these results and suggests how MOOCs could be adapted to better address the needs of learners who feel financially unable to pursue a more traditional path to a post-secondary education.

For the past 15-20 years, many researchers have investigated the differences (or lack thereof) between online and face-to-face (F2F) course delivery and student learning. Most of this body of research concerns an individual course, an individual faculty, or a particular technology or tool. However, we do not yet know much about the factors that an online degree program requires to succeed. Which factors have the greatest impact on student satisfaction with an online degree program? We collected data on seven potential critical success factors from 2009 to 2014 to measure their impact on student satisfaction. The final model shows course conduct, admissions, curriculum, and prior experience with online courses at that same location to be significant predictors of program satisfaction.

The transition to online instruction and student services in response to COVID-19 presents a substantial challenge for most post-secondary institutions. Among the most pervasive challenges are issues with racial bias and racial microaggressions that serve to impede the student experience. In an environment typified by time constraints, stress, and the unknown – racial strife is at an all-time high. This webinar focuses on strategies that educators can use to address issues of bias and microaggressions in order to meet the needs of historically underrepresented and under-served students in the online environment. The conversation was facilitated by Drs. Frank Harris III and J. Luke Wood.

The unanticipated transition from face-to-face to online courses in response to COVID-19 presents a substantial challenge for many community college faculty, particularly those who have worked to create a teaching and learning environment that prioritizes equity and equity-mindedness. In this webinar, Drs. Frank Harris III and J. Luke Wood are presenting some salient trends and issues that complicate the experiences of diverse community college learners in online courses and propose equity-minded teaching and learning strategies for faculty teaching online courses. This webinar is free to the public and is hosted by the Center for Organizational Responsibility and Advancement (CORA).

This presentation is a summation of ideas with regard to Synchronous and Asynchronous remote teaching and how we can think of all of our teaching methods as a form of Presence.