Computer Technology for the Feminist Classroom

Littlefield, Melissa B.; Roberson, Kendra C.

doi:10.1177/0886109905274676

Cited by 14 publications

(15 citation statements)

References 27 publications

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“…Some studies that report on student perceptions of online courses, indicate that students are positive about e-learning feeling that they learnt from the collaborative and reflective interaction with other students (Littlefield and Roberson 2005;Quinney 2005;RobertsDeGennaro et al 2005). The sharing of information through online discussion forums has been a source of support for students involved in practical social work placements (Quinney 2005;Roberts-DeGennaro et al 2005).…”

Section: Introductionmentioning

confidence: 94%

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

et al. 2007

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Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students' evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse.

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Section: Introductionmentioning

confidence: 94%

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

et al. 2007

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“…The findings indicate that fictional stories can help individuals understand some of the stressors that members of nonmajority groups have to deal with daily, and it can also help adult learners understand the impact of racism, sexism, and classism. Consistent with the Littlefield and Robertson (2005), the authors attempted to adhere to a feminist pedagogical framework and create a “liberatory” learning environment, which was interactive and collaborative.…”

Section: Discussionmentioning

confidence: 99%

Who Is The Help? Use of Film to Explore Diversity

Lee

Priester

2013

Affilia

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Helping learners understand the intersectionality of gender, race, and class can be challenging. This study describes the use of the film The Help to stimulate discussion about racism and intersectionality. As evidenced by posttest survey data, the film enabled learners to identify the importance of gender, race/ethnicity, and social class. Qualitative analysis revealed that viewing The Help with a diverse audience can provide a forum to explore multiple concepts associated with intersectionality. This study shows that carefully selected films help remove some barriers to learning cultural competence by creating an environment in which individuals feel safe discussing personal biases.

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“…Women may possibly express themselves without restrictions of patriarchy structures derived from classroom interactions, texts, and knowledge contents (Hughes, 1995;Tisdell, 1993). However, a web-based feminist learning experience such as online discussion, self-expression, digital poster group, and weblogs may play another learning opportunity, and further develop female learners' leadership (Littlefield & Roberson, 2005) and their transformation (Chu et al, 2012). Kelly, Pomerantz, & Currie (2006) also found that young female learners will develop effective learning and survival strategies in this environment.…”

Section: Introductionmentioning

confidence: 99%

Empowerment Online: Feminist Adult Learning Strategies

Chu¹

2014

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The purpose of this is to investigate how adult female learners constitute their perceptions of self and learning behavior in an internet learning environment-weblog. Based on previous qualitative research method and literature review, this study intended to develop and validate a feminist adult learning strategy scale (FALSS) to understand the women's learning strategy by applying weblogs. 417 valid data from the participants in two studies (exploratory and confirmatory factor analysis) were analyzed for the purpose. The results of these studies supported a 15-item, 4-factor FALSS: Empowerment Attempt, Sharing Experiences, Participatory Learning, and Critical Thinking and Open-Mindedness.

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Computer Technology for the Feminist Classroom

Cited by 14 publications

References 27 publications

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities

Who Is The Help? Use of Film to Explore Diversity

Empowerment Online: Feminist Adult Learning Strategies

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