Gurpreet Koonar

86908134

Hands-on Assignment 4: Book Review

Chapter 8: Promoting Inclusive, Deep Learning in Online Contexts

Summary of Argument
Ke, F. & Fedelina Chavez, A. (2013). Web-Based Teaching and Learning across Culture and Age.
New York: Springer. 143-154.
This chapter discusses how instructors can promote inclusive, deep learning amongst
integrated cultures in distance education. The researchers question how integrated learners,
who hold strong cultural epistemologies experience disconnect between their own learning
processes and those experienced in online courses (Fe & Fedelina, 2013). This was a longitudinal
study which took place over two years. Data was collected from college students. It is assumed
that data was collected through surveys or written feedback. It was hypothesized that
integrated learners, Native, Hispano and Mestizo American college students, would benefit in
online learning spaces if instructors would assess their own cultural constructs with contemporary
pedagogical practices (Fe & Fedelina, 2013). The underlying issue within this chapter focused on
the needs of integrated learners and the importance of honoring their preferred learning
processes. These preferences included:

Mind/body interactions with content

Sharing examples and storytelling

Time for reflection or wait time prior to discussions

Application of content to the real world

Variety of learning processes (videos, websites, charts, social media)

Offering choices for assignments or evaluation ( paper. e-posters, websites, video)

Opportunities to learn from peers (peer review or reading opinions)

With such a high level of relational cultural epistemology, Ke & Fedelina (2013)
emphasize the need for instructors to shape their teaching to be culturally inclusive of students
who hold integrated theories of learning. Suggestions for educators include:

To overtly show care for students (sharing stories or campus services available)

Share personal connections to content with students

o

Ex: A professor had his students develop health charts of their families
and in their communities to assess health-care needs and patterns (Ke &
Fedelina, 2013, p. 147)

Include a variety of learning processes while teaching abstract concepts

Create opportunities to share assignments to widen diversity of knowled ge

accessible

Embrace the power of the internet to make learning environment more engaging
(ex: links, social media, articles)

Gurpreet Koonar
86908134

Distance education allows for students to become self-regulated learners and there is a
prevalent shift from the teacher to content. Murray, Perez, Geist & Hedrick (2013) define the
student-content interaction to be the process of intellectually interacting with the content that
results in changes in the learners understanding, the learners perspective, or the cognitive
structures of the learners mind (p. 100). Since the student-content interaction is the main
foundation of design, three design solutions have been suggested in this chapter. In order for the
instructor to facilitate learning, educators can integrate direct instruction into the content (Ke &
Fedelina, 2013). For instance, this may include visual notes or audio but with voiceovers or
videotaping of lectures. Another suggestion is to provide quality feedback on assignments,
responding to emails in a timely manner and creating a virtual office which displays weekly
schedules and assignments. This structure creates a sense of comfort among students as they
know what is expected and what is coming next. Lastly, it has been suggested that in structors
should establish a social presence within the course. Sharing experiences with content makes
the learning experience more personalized.

Commentary
The main argument in this chapter was to facilitate a learning environment which was
inclusive of integrated learners. The study followed Native, Hispano and Mestizo American
college students and their experiences outlined useful strategies for online instructors. I feel this
was the most appropriate choice of data in this type of study because the non-western cultures
first hand experiences accounted for the majority of the groups learning preferences. Culture
among these groups was defined as interconnected, contextual, involving
mind/body/spirit/emotions, starting with doing/examples/ storytelli ng, including broader
conceptions of time and built in ways to learn (Ke & Fedelina, 2013, p. 145). In accordance
with integrated cultures, this was a good explanation of what these students valued in learning.
I selected this section because I find value in creating a classroom environment which is
inclusive of all types of learners. I find this process to be very complex and challenging; however,
as I read through this chapter, I have come to the conclusion that it will always be a challenging
issue for educators. It is important for educators to step outside their comfort zone to experience
what learners may be feeling. In order to implement this within my own classroom, I follow 4
strategies recommended by the GIHE Resource Booklet on Designing Cultu rally Inclusive
Learning and Teaching Environments (See Figure 1). I feel the authors conclusions are justified
because instructors should be partnering with students to develop curriculum which is flexible
and able to differentiate among learners. I would recommend this text as a valuable future
resource for ETEC 565G because it allows students to make connections with their own
experiences in online education and possibly provide feedback to their instructor. If students
cannot articulate their concerns with instructors, the development of a culturally inclusive
learning environment will never develop.

Gurpreet Koonar
86908134

F IGURE 1-R ECOMMENDE D STRATEGIES TO ASSIST WITH CREATING A CULTURALL Y INCLUSIVE CLASSROOM

Gurpreet Koonar
86908134

References
Figure 1. (2013, March 24). Recommend strategies to assist with creating a culturally inclusive
classroom.

GIHE

Good

Practice

Resource

Booklet.

Retrieved

from

http://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating -a-CulturallyInclusive-Classroom-Environment-mcb2.pdf
Ke, F. & Fedelina Chavez, A. (2013). Web-Based Teaching and Learning across Culture and Age.
New York: Springer. 143-154.
Murray, M., Perez, J., Geist, D., & Hedrick, A. (2013). Student interaction with content in online
and hybrid courses: Leading horses to the proverbial water. Informing Science, 16, 99-115.
Retrieved from http://www.inform.nu/Articles/Vol16/ISJv16p099-115MurrayFT114.pdf