Constructing a dialogic pedagogy in virtual learning environments: A literature review

Abstract

This literature review is a condensed version of one prepared for a small-scale qualitative study of educators (Farooq, 2019) who have recently transitioned from face-to-face to online teaching at New Zealand tertiary providers of education. The study aimed to understand how online educators picked cues from the discussion platforms offered by virtual learning environments to critically reflect on their pedagogical practice, and the associated changes they made to help students achieve their learning outcomes. It critically assessed how dialogic pedagogy and critical reflection can be adapted to fit in the framework of virtual learning, and contrasted these philosophical ideas to the Western criticism of automation and de-professionalisation of universities in the wake of increased distance learning options provided by tertiary institutes. The findings were discussed within a post-intentional phenomenological framework. In what follows, significant literature that illuminates this question has been critically analysed.

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

“…Today, in an interconnected world, the contribution of audiovisual media communications is characterized as necessary (Nicolaou and Kalliris 2020, p. 984), as well as very suitable for use in educational procedures (Widodo et al 2020;Farooq and Benade 2019;Nicolaou et al 2019), because it helps students/learners to learn and understand how to learn better at all educational levels and disciplines (Nicolaou and Kalliris 2020;Nicolaou et al 2019;Nicolaou 2019a) while giving them the opportunity to be skillful in the educational use of audiovisual media technologies through the educational procedure (Gisbert and Esteve 2016). Examples include (a) machine-assisted learning in highly interdisciplinary media fields (Chatzara et al 2019), and/or (b) use of OSNs, social media, and platforms (e.g., LinkedIn, Facebook, Twitter, etc.…”

The Need for Modification: The Impact of COVID-19 on Pitch Competitions

“…A big part of entrepreneurial education in higher education is in activities and courses that support experiential learning (Farooq, 2019). Most experiential learning activities, for example, pitch competitions, were traditionally conducted face-to-face until the start of the worldwide pandemic in 2019.…”

Marching Ahead in Difficult Times: The Changing Face of Academia

“…Documents published by OP Jindal Global University and Association of Indian Universities have detailed the appreciably fast transition to digital (virtual or online) means at most of the academia and the same being the new norm in new-normal (11). Farooq and Benade (16) have presented a worthy perspective on virtual learning environments, that can be easily extrapolated under ongoing scenario impacted by Covid-19. Work done by Jena (18) discusses about the Covid-19 caused crisis ensued huge refurbishment in academics in schools as well as in higher educational institution.…”