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20 Dec Designing Online Learning Communities to Promote Theoretical, Philosophical, and Culturally Respons



This study analyzed how course design can create online learning communities that promote theoretical, philosophical, and culturally responsive thinking. The researcher utilized a mixed method, longitudinal approach. Data came from a set of four different graduate level courses designed for pre-service and in-service K – 12 teachers. Courses included multiple sections of human growth and development, classroom management and legal issues, evaluation techniques, and philosophical foundations of education. Courses were taught in three modalities: face-to-face, hybrid, and 100% online. A graduate-level philosophical foundations of education course was the most recent online endeavor; however, findings from these online communities complement previous data from other graduate courses.
Data were compared across face-to-face, hybrid, and fully online settings. Research findings uncovered that online learning outcomes matched face-to-face and hybrid setting learning outcomes and that theoretical, philosophical, and culturally responsive thinking opportunities increased in the online settings compared to face-to-face and hybrid classes. The research study concluded with suggestions on how to design online classes to maximize these desirable traits in online learning design. (By: Dr. Emily J. Summers: Associate Professor, College of Education, Curriculum and Instruction, Texas State University)

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