"Belonging in block remote higher education classrooms" by Shiona L. Long and Mary-Rose McLaren
In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These partic...
Community Of Inquiry Framework Inquiry Framework Rts Based Practice Ntensive Delivery Remote Learning Student Wellbeing
Source: uow.edu.au