More Than Correspondence: Requiring Student Interaction at a Distance in an Online Multicultural Course
Abstract: This paper presents preliminary results from research into the utilization of web 2.0 technologies to enhance collaborative and constructivist interactive pedagogy in an online multicultural course in a teacher education program, in an attempt to align online learning with identified multicultural pedagogy. Literature from research on multicultural distance education courses was reviewed, supporting a move from discussion board use for critical dialogue to new interactive web 2.0 technology. Survey data were collected from students on the use of a required component instructing students to complete weekly group activities at a distance, and their perceptions about how the activities functioned. Student responses were collected via an online survey, and follow-up interviews conducted with those who agreed, providing data to thematically analyze, informing the next iteration of the course, as well generating implications for wider teaching and learning online.