Abstract
| Original language | English |
|---|---|
| Title of host publication | Educational and Social Dimensions of Digital Transformation in Organizations |
| Editors | Paula Peres, Fernando Moreira, Anabela Mesquita |
| Place of Publication | Portugal |
| Publisher | IGI Global Publishing |
| Chapter | 3 |
| Pages | 43-64 |
| Number of pages | 21 |
| ISBN (Electronic) | 9781522562627 |
| ISBN (Print) | 9781522562610, 1522562613 |
| DOIs | |
| Publication status | Published - 2018 |
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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 proceeding › Chapter (peer-reviewed)
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TY - CHAP
T1 - Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan
AU - Somerton, Michelle
AU - Makoelle, Tsediso
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
U2 - 10.4018/978-1-5225-6261-0
DO - 10.4018/978-1-5225-6261-0
M3 - Chapter (peer-reviewed)
SN - 9781522562610
SN - 1522562613
SP - 43
EP - 64
BT - Educational and Social Dimensions of Digital Transformation in Organizations
A2 - Peres, Paula
A2 - Moreira, Fernando
A2 - Mesquita, Anabela
PB - IGI Global Publishing
CY - Portugal
ER -