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A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform

A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform

Kimetta R. Hairston, Yvonne M. Crawford, Jennifer M. Johnson
Copyright: © 2018 |Pages: 14
ISBN13: 9781522531203|ISBN10: 1522531203|EISBN13: 9781522531210
DOI: 10.4018/978-1-5225-3120-3.ch008
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MLA

Hairston, Kimetta R., et al. "A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform." Cultivating Diverse Online Classrooms Through Effective Instructional Design, edited by Karen L. Milheim, IGI Global, 2018, pp. 163-176. https://doi.org/10.4018/978-1-5225-3120-3.ch008

APA

Hairston, K. R., Crawford, Y. M., & Johnson, J. M. (2018). A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform. In K. Milheim (Ed.), Cultivating Diverse Online Classrooms Through Effective Instructional Design (pp. 163-176). IGI Global. https://doi.org/10.4018/978-1-5225-3120-3.ch008

Chicago

Hairston, Kimetta R., Yvonne M. Crawford, and Jennifer M. Johnson. "A Historically Black College's Approach to Integrating Culturally Diverse Teaching and Learning Strategies in an Online Classroom Platform." In Cultivating Diverse Online Classrooms Through Effective Instructional Design, edited by Karen L. Milheim, 163-176. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3120-3.ch008

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Abstract

Research on the state of online courses and degree programs have been described as ways for students to have more flexibility in meeting their educational goals while maintaining their other life responsibilities. In recent years, administrators at HBCUs have increased their investment in technological tools and learning management systems to make online teaching and learning a reality, while offering incentives and rewards to encourage faculty to move toward redesigning courses to an online platform and bolstering the campus' online presence. Yet at the same time, some faculty worry that online educational programs are the antithesis to the traditional models of teaching and learning heralded by HBCUs with an emphasis on student-faculty interactions and close-knit academic environments for students. Moreover, advocates of traditional instructional models warn that students less prepared for college-level work may require significant academic support to successfully navigate an online program of study.

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