Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

As more universities move towards a distance mode of teaching and learning there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements which make it difficult to physically attend classes. As a result there has been a greater reliance upon digital technologies to bridge the gap and provide access for those students who are unable to physically attend classes on a fulltime basis. This has meant an increase in the digitization of teaching and learning spaces through the use of different technologies. The ‘blended teaching and learning approach’ is becoming indispensable as an educative teaching and learning alternative in addressing issues of equity and inclusion. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. We present a qualitative account of research framed around Bourdieu’s notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.
Original languageEnglish
Title of host publicationEducational and Social Dimensions of Digital Transformation in Organizations
EditorsPaula Peres, Fernando Moreira, Anabela Mesquita
Place of PublicationPortugal
PublisherIGI Global Publishing
Chapter3
Pages43-64
Number of pages21
ISBN (Electronic)9781522562627
ISBN (Print)9781522562610, 1522562613
DOIs
Publication statusPublished - 2018

Fingerprint

Kazakhstan
Teaching
learning
education
student
professional career
university
equity
inclusion
commitment
responsibility
interview
school

Cite this

Somerton, M., & Makoelle, T. (2018). Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. In P. Peres, F. Moreira, & A. Mesquita (Eds.), Educational and Social Dimensions of Digital Transformation in Organizations (pp. 43-64). Portugal: IGI Global Publishing. https://doi.org/10.4018/978-1-5225-6261-0

Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. / Somerton, Michelle; Makoelle, Tsediso.

Educational and Social Dimensions of Digital Transformation in Organizations. ed. / Paula Peres; Fernando Moreira; Anabela Mesquita. Portugal : IGI Global Publishing, 2018. p. 43-64.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Somerton, M & Makoelle, T 2018, Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. in P Peres, F Moreira & A Mesquita (eds), Educational and Social Dimensions of Digital Transformation in Organizations. IGI Global Publishing, Portugal, pp. 43-64. https://doi.org/10.4018/978-1-5225-6261-0
Somerton M, Makoelle T. Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. In Peres P, Moreira F, Mesquita A, editors, Educational and Social Dimensions of Digital Transformation in Organizations. Portugal: IGI Global Publishing. 2018. p. 43-64 https://doi.org/10.4018/978-1-5225-6261-0
Somerton, Michelle ; Makoelle, Tsediso. / Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. Educational and Social Dimensions of Digital Transformation in Organizations. editor / Paula Peres ; Fernando Moreira ; Anabela Mesquita. Portugal : IGI Global Publishing, 2018. pp. 43-64
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