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RT Book, Whole SR Electronic DC OPAC T1 Teaching and Learning for Social Justice and Equity in Higher Education : Virtual Settings / edited by Laura Parson, C. Casey Ozaki A1 Parson, Laura A1 Ozaki, C. Casey A1 SpringerLink (Online service) YR 2022 FD 2022 SP XIX, 343 p. 18 illus., 13 illus. in color K1 Education, Higher K1 Teachers -- Training of K1 Educational technology K1 Higher Education K1 Teaching and Teacher Education K1 Digital Education and Educational Technology ED 1st ed. 2022. PB Springer International Publishing : Imprint: Palgrave Macmillan PP Cham SN 9783030886080 LA English (英語) CL LCC:LB2300-2799.3 CL DC23:378 NO 1. Introduction -- 2. Examination of virtual and online education settings through a social justice lens -- 3. A review of online technologies and tools to promote learning through a social justice lens -- 4. Promoting equitable access to content through learning management systems -- 5. Best practices to employ kinesthetic and hands-on learning in virtual settings -- 6. Considering equitable access to course content through asynchronous online learning -- 7. Creating collaborative opportunities for learning in the virtual classroom -- 8. Faculty Development programming for developing competence in online classroom settings -- 9. Providing Title IX and other cultural awareness and competency training online -- 10. Assessing learning in the virtual classroom -- 11. Conclusion. NO This book focuses on research-based teaching and learning practices that promote social justice and equity in higher education. The fourth volume in a four-volume series, this book critically addresses virtual and remote classroom settings. Chapters explore contexts within and outside the classroom, including a history of online learning; research on student engagement and perceptions; specific, actionable pedagogical or curriculum recommendations; and the application of traditional learning theories in virtual settings. The volume also explores how online education, through a technopositivist lens, promotes and reinforces sexist, racist, and gendered behaviors, as well as the role of the "student as consumer," troubling education in virtual settings in a way that allows for deeper discussion about how to make virtual education emancipatory and empowering. NO HTTP:URL=https://doi.org/10.1007/978-3-030-88608-0 NO 書誌ID=EB16355609; LK [E Book]https://doi.org/10.1007/978-3-030-88608-0 OL 30