Part 2: Diversity and Inclusion in Innovation, Teaching, and Learning
Kurucay and Inan explore the effects of online learning, in which an increase of courses offered and student dropouts grew aggressively. This study examines the importance and effects of “learner-learner” interaction and why individual learners scored lower than those working in groups. Online learning grew exponentially during COVID, where one could perceive it as “innovative” and progressive to today’s learning environments. During this time, courses were strictly online due to the pandemic. Post pandemic, we continue to have an increase of online courses offered. However, this study suggests that despite these online courses being offered, students who work face-to-face for example, tend to achieve higher than those who take similar courses online. This way of teaching can be understood as innovative since students do not need to physically go to school and they can take online courses (like this program) from anywhere around the world. As an undergraduate student, I loved going in-class. I have always thrived in learning environments where I learned the most when collaborating with my peers. I agree with this study, where “learner-learner” interactions can increase a student's learning and achievements. However, when the pandemic came around, I found it very difficult to concentrate, collaborate with my peers through a screen, and felt “isolated”. As stated in the reading, many students felt dissatisfied with online courses as research has shown that one of the biggest concerns with online education is students' feelings of isolation”.
Questions I have for Kurucay and Inan:
Are there any subjects or courses that you feel would be better online rather than face-to-face instruction?
What are some challenges you have encountered with online learning that were not evident in face-to-face instruction?
In contrast, Martin explores the historical aspect of women in education. Throughout history, women were negatively treated if they were educated because they were a “living contradiction”. John Stuart Mills was a philosopher who advocated for women’s rights. He believed that women should be “given access to men’s education”. He believed that women would benefit society economically and socially. This article examines innovation in teaching and learning by challenging social norms on which gender is deemed to receive education. At this point in time, men were seen as the educated folks, while women were expected to bear children and tend to their husbands. By standing up to these norms, women were able to think innovatively and independently. This article was very moving to read as I am a strong advocate for women in education. As someone who values education so highly, it is so important to recognize that women needed to fight for their educational rights. In my own practice, I empower women and girls around me to ensure they get a quality education and teach the importance of being able to think individually. In this day and age, there should not be gender roles. I am an elementary teacher and this profession can be seen as “female-dominated” and “empathetic”. Though this is true, it is also our responsibility to tear down this gender based role and become a more inclusive environment where all genders are welcome to pursue a career in teaching.
Questions I have for Martin:
There continues to be an underrepresentation of women in high-profile leadership roles in education such as a university head of department. How can we address this so that they are as equally recognized and celebrated as men in these roles?
How can we continue to empower young girls to pursue an education and careers in male-dominated fields?
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