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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 24 September 2021

Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy

Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy

Chapter:
(p.135) 9 Epistemologies of Doing: Engaging Online Learning through Feminist Pedagogy
Source:
MOOCs and Their Afterlives
Author(s):

Radhika Gajjala

Erika M. Behrmann

Anca Birzescu

Andrew Corbett

Kayleigh Frances Bondor

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0010

In the context of what Elizabeth Losh refers to as the “MOOC moment” and after, the co-authored discussion in this chapter pushes towards a rethinking of the disembodied learning and teaching practices that seem to have been perpetuated through the standardization of online teaching. Thus we engage themes around the use of digital technologies and social media tools for teaching and learning in the feminist classroom to show how the approach rather than just the technology use actually develops critical thinking skills and open-mindedness.

Keywords:   feminist pedagogy, collaboration, whiteness, cyberfeminism, MOOC

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