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A Responsive Pedagogy of Online Classes That Fosters Educational Responsibility for All Learners
In Event: Teacher Perspectives and Pedagogies of Using Technology in Language and Literacy Education
Abstract
Online teaching has become a popular source of learning at educational institutions. This study highlights 17 graduate international students’ experiences in taking online classes, using an exploratory case study qualitative methodology. This paper suggests a new approach to designing online classes, using the social presence and dual level new literacies theories to expand on the pedagogy of online classes. The results of the study suggested the modes of new literacies are effective in online classes. The study showed that the quality of instructor feedback and the instructor’s presence in the course increased student engagement. The structure of the online classes contributed to student satisfaction. The findings provide guidelines for practitioners for enhancing learning for international students in online classes.