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Simeon Campbell
03/29/2020
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Social Justice in Distance Learning
The role of the student has been changing over the last decade. This is due to the fact that
new materials and new ways to grant learning has arrived. When an educator introduces new
learning theories to their classroom, the role of the student will change. For the aspect of social
justice, the educator must ensure that the student’s main goal is to challenge their point of view
while analyzing others, in a social environment. Harasim (2017) argues that, “ Social interactions
are an essential part of human cognitive development”. In the days of the COVID-19 (Corona)
virus, students now will integrate collaboration and technology (social media centered) into their
learning to help facilitate their knowledge. Today the question “What does it mean to learn?” has
changed. What it means to learn now, is that no way is wrong; things aren’t by the traditional
book anymore. The relationship between society and the individual should be challenged to think
outside the box, learning new ways to learn, providing opportunities for social activity, and
social privileges. Even if that be from using technology or daily dialogue with other students.
Educational technology can influence, or impact social justice based of different teaching
practices. Teaching practices go hand and hand when trying to see if distance learning will have
a negative or positive effect on social justice. For example, teaching practices resolves problems
between students inside the classroom. What will happen if these students have the same issues
in the online classes? The student’s engagement re-instates the teaching practices that a teacher
would use in class. Online teaching practices helps students in making better judgements. Many
changing situations can contradict the learning environment. Creating new and innovative ways
to teach can help the integration process for students. Dryden ( 2017) states “Technology can
play a part in ES, which can increase student cognitive abilities” ( pg., 14). With that being said
Reese (2015) states, “ Online education has emerged at universities across the country
because of its ability to connect students to instructors, peers, and course content through flexible
and asynchronous environments” (pg.20). All of the lessons dealing with distance learning has to
ensure that lessons that are taught have both online components and physical classroom
components. How do you do that? Social justice can help with that. Adding more social
interactions online is critical. All work done in-class and online correlate with each other. For
example, online work can consist of the students doing vocabulary that is done before the start of
the lesson in-class, so that the student has a bit of prior knowledge before the lesson. They could
then use those new vocabulary words in a social platform to make a presentation. These types of
Educators will sometimes have to use social justice to plan special lessons or dual
lessons in order to integrate the students into learning. This may be at a slower speed, and
different word choices then the other students. Social experiences can tie in the social justice
experience to lessons. These experiences in different context of education will be shown through
speaking or through an online tool. Students can participate in learning activities intended to be
inclusive to the classroom online. The point of participation is students to promote their learning
in their lives at school and at home. “Social environments not only promote psychosocial
collaboration help mold relationships” ( Mosselson, 2017). There’s a strong and effective
interaction between the learning environment and psychosocial wellbeing and can be encouraged
at home. This is the main point is to translate a traditional classroom to distance learning. This
can be done; however, it just requires more steps for educators. More and more teachers are
All of the learning tools that are available for online education can all have a social
justice aspect added to them. One activity that gets the students to start analyzing is utilizing
blogs. For the university demographic, WordPress has thousands of blogs and websites that
students can explore. Students were given the chance to make a blog, find, and analyze other
students’ blogs Kop (2011) states, “The new learning environment requires learners to be active
in their learning by editing and producing information themselves in a variety of formats and by
communicating and collaborating with others in new ways” ( pg., 115). The educator has the
ability to create the level of social interaction when conducting online classes. Some online
programs have a hybrid program to have online students come down to the campus a few times a
semester to interact with their classmates. This can be beneficial for including social justice into
the mix.
Working with the momentum of student interaction, social media works on student
autonomy and open-ended questions, which are a part of in-class constructivism. Focusing on the
middle school to high school demographic, Instagram is a platform that hits all these points.
These activities integrate Bloom's taxonomy, to promote cognitive ability. When reading
Flipping the Classroom by Brame (2013) she states, “If the students gained basic knowledge
outside of class, then they need to spend class time to promote deeper learning”. Educational
technology has the ability to impact social justice in many different ways. One way is to use that
very technology to show students new ways for learning. Moreover, with distance education
those previous technology tools can bring the world of online education to the forefront of todays
society.
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Social Justice in Distance Learning
References
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved
from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
Harasim, L. Learning Theory and Online Technologies. [VitalSource Bookshelf]. Retrieved from
https://online.vitalsource.com/#/books/9781317508175/
Kop, R. (2011). The challenges to connectivism learning on open online networks: Learning
570-588.
Mosselson, J., Morshed, M. M., & Changamire, N. (2017). Education and Wellbeing for Refugee
10.1080/10402659.2017.1272281
10.1080/03626784.2016.1255935