Abstract
Online learning in U.S. higher education often remains focused on the operationalization of learning, without placing a focus on the humanity of those engaged in learning online. More and more students are choosing online learning for its convenience and flexibility, yet learning online can be socially isolating and students tend to struggle with a lack of social interaction. Critical digital pedagogy and critical humanizing pedagogy call for more humanity in online spaces, and while this literature presents valuable insights, Daisaku Ikeda’s concepts applied to online learning offer new possibilities. Ikeda’s notions of human education and value-creating pedagogy as a theoretical framework may reveal new ways of thinking about online learning for educator-practitioners. In this qualitative study, I interviewed nine students and three faculty in an online asynchronous degree program dedicated to the ideas of Daisaku Ikeda. I have found that faculty committed to humanizing their online teaching practices created learning experiences for students that were supportive, encouraging, and dialogic. Given this humanizing approach to learning, how might other online programs reimagine learning spaces that are interconnected and joyful? I contend that a consideration of Ikeda’s concepts of human education and value-creating pedagogy may create generative and newly imaginative approaches to learning online.
Presenters
Sarah GreywittSenior Instructional Designer, Simulation Institute, MetroHealth, Ohio, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Daisaku Ikeda, Human Education, Value-Creating Pedagogy, Innovative Online Learning
