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Teaching Strategies for Online Reading Groups to Raise Sociopolitical Awareness

Abstract

This study focuses on online-reading groups in an online-graduate course in teacher education. The research question in this mini-case study was: How can we implement reading groups in an online environment that can engage students in critical thinking, knowledge construction, and foster a sense of community while building sociopolitical consciousness? We discuss three successful strategies that surfaced in the research. First, a regular, predictable structure is important, especially for an online class. Second, community-building and ongoing, personal feedback is essential. Third, the teacher needs to be engaged with student learning by providing supportive and critical feedback towards sociopolitical consciousness. We present these findings and include student responses to our praxis that validate our strategies.

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