Thirty-First International Conference on Learning

Abstract

This PhD research has been dedicated to examining the dynamics of online undergraduate and graduate courses during the COVID-19 pandemic. It explores how digital media can either facilitate or hinder dialogic, contextualized, and collaborative practices in alignment with literacy pedagogy and the Freirean perspective, emphasizing active student engagement in knowledge construction. The study primarily focuses on the internet as the primary arena for learning interactions and delves into the concept of digital colonialism as a contemporary and evolving phenomenon in online spaces, considering virtual environments like Canvas, Blackboard, Moodle, and CGScholar as part of the analyzed data. Conducted as a qualitative, netnographic study, this research relies on data generated by students and educators, predominantly sourced from various online resources and virtual environments. Building upon this analysis, the study proposes pathways for decolonial digital education, drawing from decolonial pedagogical theories. It examines courses and learning programs through three essential layers: the learning environment, mobilized knowledge and pedagogical resources, and the interactions that transpire among students, knowledge, and educators. The initial findings unearth promising educational opportunities that align with the principles of cyber-social learning and e-learning ecologies. These possibilities revolve around the integration of reflexive, critical, and collaborative pedagogical approaches, fostering sustainable human-machine interactions. This research represents a vital step towards reimagining digital education in a decolonial framework, addressing the evolving landscape of online learning in the post-pandemic era.