E-Learning as Liberation: Conveying Compassion in Online Pedagogy
Kathy Enger, North Dakota State University, United States ; Rob Walsh, Valley City State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: The purpose of this study was to examine the attitudes of students following the completion of an online doctoral level multicultural diversity course based on Banks transformative approach to learning in an effort to determine if the online environment could successfully intervene to change student attitudes. The cultural impact of Euro-centric stereotypical hegemony was addressed. This mixed methods study employed the Munroe Multicultural Scale (MASQUE) and phenomenological analysis. Of the 28 questions on the MASQUE scale, students showed a significant difference between pre- and post-test scores on two questions: “I am knowledgeable regarding differences among economic classes,” and “I react positively to cultural differences.” A phenomenological analysis of journal entries showed that students perceived benefits in rural living, understood privilege, and felt compelled to act on what they learned from the course. The students in this course came to understand cultural difference through the lens of dominant Euro-American culture.
Enger, K. & Walsh, R. (2011). E-Learning as Liberation: Conveying Compassion in Online Pedagogy. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1910-1916). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)