Beginning the Process of Humanizing Online Learning: Two Teachers' Experiences
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Due to copyright restrictions this book chapter is unavailable for download.
Handbook of research on humanizing the distance learning experience may be accessed from the publisher here.
Staff and Students of Avondale College may access Handbook of research on humanizing the distance learning experience from Avondale College Library (374.4 N81).
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Abstract
This chapter considers two autoethnographic case studies as two teachers report on their journey towards making online learning more authentic, personal and humanized. One case study is a secondary school technology and applied science teacher and the other a tertiary history and literature lecturer. In both cases an initial reticence and even fear transitions into a journey of discovery with the online format. The importance of technical support, pedagogical support and administrative enthusiasm are seen as vital to a healthy transition to an online learning environment that maximizes the advantages of the technology. A link is drawn between humanizing the transition for teachers and humanizing the experience for students.
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Reynaud, D., Reynaud, E., & Kilgour, P. (2017). Beginning the process of humanizing online learning: Two teachers' experiences. In M. Northcote & K. P. Gosselin (Eds.), Handbook of research on humanizing the distance learning experience (pp. 111-131). Hershey, PA: IGI Global.