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Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology: Teaching and Learning Though Digital Technology

Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology: Teaching and Learning Though Digital Technology

Tsediso Michael Michael Makoelle, Michelle Irene Somerton
Copyright: © 2019 |Pages: 22
ISBN13: 9781522562610|ISBN10: 1522562613|ISBN13 Softcover: 9781522587200|EISBN13: 9781522562627
DOI: 10.4018/978-1-5225-6261-0.ch003
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MLA

Makoelle, Tsediso Michael Michael, and Michelle Irene Somerton. "Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology: Teaching and Learning Though Digital Technology." Educational and Social Dimensions of Digital Transformation in Organizations, edited by Paula Peres, et al., IGI Global, 2019, pp. 43-64. https://doi.org/10.4018/978-1-5225-6261-0.ch003

APA

Makoelle, T. M. & Somerton, M. I. (2019). Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology: Teaching and Learning Though Digital Technology. In P. Peres, F. Moreira, & A. Mesquita (Eds.), Educational and Social Dimensions of Digital Transformation in Organizations (pp. 43-64). IGI Global. https://doi.org/10.4018/978-1-5225-6261-0.ch003

Chicago

Makoelle, Tsediso Michael Michael, and Michelle Irene Somerton. "Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology: Teaching and Learning Though Digital Technology." In Educational and Social Dimensions of Digital Transformation in Organizations, edited by Paula Peres, Fernando Moreira, and Anabela Mesquita, 43-64. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6261-0.ch003

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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 that make it difficult to physically attend classes. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. The authors 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.

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