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The Three E's of Pedagogical Effectiveness for Online Asynchronous Learning: Engagement, Equitability, and Examinations
Abstract
In an era where education is rapidly transitioning to online platforms, equity and inclusion must be considered when designing courses. Instructors must think critically about the content, materials, and assessments presented in their online courses. This chapter explores the interconnections of social justice education in an online, asynchronous learning environment. Based on the authors' instructional experience and observations, they propose a guiding model for asynchronous learning about social justice grounded in UDL guidelines, the three E's: engagement, equitability, and examinations. They conclude with recommendations for practice and future research specific in developing online social justice courses.
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