You are here:

Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning
ARTICLE

Distance Education Volume 22, Number 1, ISSN 0158-7919

Abstract

Offers a framework for culturally inclusive pedagogy that can be applied to online environments. Proposes a theoretically grounded framework linking culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment so that instruction is flexible and relevant to students from a diverse range of cultural and language backgrounds. (Contains 59 references.) (Author/LRW)

Citation

McLoughlin, C. (2001). Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning. Distance Education, 22(1), 7-29. Retrieved April 5, 2020 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.