An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education
Date
2022
Authors
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Journal ISSN
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Publisher
British Educational Research Association
Abstract
The rapid growth of diverse learners in online learning
has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online
instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors
integrate culturally responsive pedagogy strategies in
the online learning environment; and explore the chal lenges in facilitating cross-cultural collaborative learn ing for students from different cultural backgrounds.
Data were collected following a qualitative multi-site
case study method with five academic disciplines
(Education, Social Sciences, Engineering, Physical Sciences and Health Sciences) in 12 colleges
and universities in the United States of America. In
all, 60 in-depth and semi-structured interviews with
instructors (26 females and 34 males) were obtained
and analysed following a constant comparative analysis approach. Results reflected that the instructors
used cross-cultural interactions to facilitate students'
engagement and incorporated culturally responsive
teaching. Besides, the findings revealed that most
of the instructors integrated diverse and internationalized learning content to support diverse students
and addressed the impact of multicultural education
in online learning. It was, however, noted, that instructors in the physical science disciplines struggled to
incorporate culturally diverse contents in their online
classes. The findings of this study foster discourse
on how best instructors could be aided to engage
diverse students online more meaningfully
Description
Research Article