Abstract
In March 2020, the COVID-19 pandemic sent educators reeling, as many transitioned to online platforms for the first time in their academic careers. There were a number of significant and formidable challenges that bumbled to the surface, as concerned educators struggled with the following: securing effective strategies to engage students’ learning; accessing equitable ways of assessing measurable student outcomes; and importantly, ways of facilitating peer-to-peer learning which organically evolves, or can be socially engineered with more ease of facility in the face-to-face combination of teaching and discussion modes. This paper discusses several modalities and specific assignments dedicated to ensuring that plural narratives of cultural experiences in the global north and south, and how diverse ethos and world views were massaged in the online space on the Learning Management System that the College contracted with. Students were requested to submit a one-paragraph, self-narrative in a threaded e-mail, share a paragraph on carefully, curated sets of short, impactful articles labelled, Interesting Reads, take ownership of, and share their individual cross-cultural presentations with peers, and share two cultural enriching articles based on a listing from 110 films provided on the syllabus. The goal of this assignment was for students to generate reviews and thread connections with course materials. These cumulative activities were fecund, in providing opportunities for aggregated peer-to-peer learning, engagement, reflections, and meta-reflections for students in an online Cross-Cultural Psychology undergraduate course.
Presenters
Sandra Gonsalves DomondProfessor of Social and Personality Psychology, Social Sciences Human Service, Ramapo College, New Jersey, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2023 Special Focus—Smart Education 4.0 Empowering Learners and Educators
KEYWORDS
INNOVATIVE PEDAGOGY, PEER-TO-PEER LEARNING, ONLINE PSYCHOLOGY COURSE
