Teaching Human Geography Through Places in the Media: An Exploration of Critical Geographic Pedagogy Online

Transitioning from Emergency Remote Learning to Deep Online Learning Experiences in Geography Education

“…Yet, through the ages, some have embraced and advocated for online education in geography (Picciano 2017;Glasmeier 2012;Gober 1998;Jain and Getis 2003;Lynch et al 2008;Conover and Miller 2014;), while others have dismissed online learning in general as ineffective or lacking in engagement for students (Protopsaltis and Baum 2019), primarily as a result of poor pedagogies or lack of online presence on the part of faculty. Protopsaltis and Baum (2019) contend, " … online education has failed to reduce costs and improve outcomes for students … faculty, academic leaders, the public and employers continue to perceive online degrees less favorably than traditional degrees … " A particularly concerning claim in lieu of the currently raging pandemic prohibiting many institutions from delivering traditional classroom instruction.…”

Less Than/More Than: Issues Associated with High Impact Online Teaching and Learning

“…Despite the interest and trend of offering graduate coursework through distance and online learning, there remains a limited amount of research regarding pedagogical practices employed by faculty in programs delivered in online or hybrid formats (Conover & Miller, 2014;Montelongo & Eaton, 2019;Westbrook, 2014). An increasing group of online educators recognizes the importance of developing a critical online pedagogy to reassess how online education questions equity, social justice, and transformative learning experiences in virtual learning spaces (Conover & Miller, 2014;Montelongo & Eaton, 2019;Morris, 2018). McGinley, Osgood, and Kenney (2012) point out that online course design, instructor effort to include higher-order thinking (especially opportunities for debates and discussions), and clear course objectives lead to overall online learning satisfaction for graduate students.…”

“…High-impact online education focuses on communication, visual cues, and relationship building (Fink, 2016;Morris, 2018;Shackelford & Maxwell, 2012). The interaction occurring in a high-impact online course is not only consistent but also utilizes high-context communication and learner-centered course design (Conover & Miller, 2014). Skills beneficial to providing such communication include:…”

“…Online education viewed from a "more than" approach will see opportunity in providing faculty time to create a learning environment. While more research needs to be done on outcomes connected to high-impact online education, there appears to be evidence that more favorable online learning experiences are provided when faculty use such practices (Bailey, Schneider, & Vander Ark, 2013;Conover & Miller, 2014;Koc & Liu, 2016;.…”

Dialogue, inquiry, and encounter: Critical geographies of online higher education

“…Geographers are increasingly engaging with online education as an object of study (WinklerPrins et al, 2007; Heyman, 2013; Olds, 2013; Bose, 2014; Davis Conover and Miller, 2014; Rye, 2014; Slinger-Friedman, et al 2015; Sparke, 2017), though not at a pace that matches the rapid rise of online programs in higher education. Given this mismatch, there exists a need for focused engagement with the potential for these programs to create productive spaces of emancipatory possibility, spaces that geographies-of-education scholars, in particular, must attend to.…”