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Expanding interaction in online courses: integrating critical humanizing pedagogy for learner success

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Abstract

Millions of college students in the U.S. are enrolled in online courses, with the global pandemic resulting in a “pivot to online” for educational and health reasons. African-American college students continue to face barriers to academic success, and this response to Kuo and Belland (in Educ Technol Res Dev 64(4):661–680, 2016) investigates how the concept of “learner interaction” supports success. Finally, this response includes examples from online courses informed by “critical humanizing pedagogy,” in which social interaction is a key driver of learning.

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Acknowledgements

Thank you to the reviewers and editors for their thoughtful, kind, and constructive feedback that helped to improve this manuscript.

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  1. Iowa State University, Ames, IA, USA

    Benjamin Gleason

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  1. Benjamin Gleason
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Correspondence to Benjamin Gleason.

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A Response to Kuo, Y. C., & Belland, B. R. (2016). An exploratory study of adult learners’ perceptions of online learning: Minority students in continuing education. Educational Technology Research and Development, 64(4), 661–680. https://doi.org/10.1007/s11423-016-9442-9.

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Gleason, B. Expanding interaction in online courses: integrating critical humanizing pedagogy for learner success. Education Tech Research Dev 69, 51–54 (2021). https://doi.org/10.1007/s11423-020-09888-w

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