Distance Learning

Volume 21 #3

Edited by:
Michael Simonson, Nova Southeastern University

A volume in the series: Distance Learning Journal. Editor(s): Michael Simonson, Nova Southeastern University.

Published 2024

Distance Learning is for leaders, practitioners, and decision makers in the fields of distance learning, elearning, telecommunications, and related areas. It is a professional journal with applicable information for those involved with providing instruction to all kinds of learners, of all ages, using telecommunications technologies of all types. Stories are written by practitioners for practitioners with the intent of providing usable information and ideas. Articles are accepted from authors--new and experienced--with interesting and important information about the effective practice of distance teaching and learning.

Distance Learning is published quarterly. Each issue includes eight to ten articles and three to four columns, including the highly regarded "And Finally..." column covering recent important issues in the field and written by Distance Learning editor, Michael Simonson. Articles are written by practitioners from various countries and locations, nationally and internationally.

CONTENTS
ARTICLES: Introduction to the Special Issue—How to Humanize Online Teaching and Learning: From Theory to Practice, Jessica Henderson and Natalie B. Milman. SECTION I: HUMANIZING ONLINE PROGRAMS. Humanizing Within a Cohort-Based, Online Professional Doctoral Program, Kara Dawson and Swapna Kumar. Online Teaching and Design Fellowship: A Faculty Development Program for Indonesian Educators, Nanak Hikmatullah and Torrey Trust. Supporting the Whole Student: Online Learner Mental Health as a Grand Challenge, Stephanie Moore and Fatemeh Marzban. Bantam Becomings: (Re)Claiming Online Spaces for (more than) Humans. SECTION II: HUMANIZING COURSE DEVELOPMENT. Thoughts On the Ideal LMS: Dreaming of Agency, Connectivity, and Empathy, Camille Dickson-Deane, Patricia Grant, and Dauran McNeil. Empathetic Feedback Mechanisms for Enhanced Emotional and Academic Support in Online Learning Environments, Hoda Harati, Yingying Liu, and Chih-Hsiung Tu. Checking in with Online Learners: Using Personal Messages to Humanize the Learning Experience, Vanessa P. Dennen. Feminist Perspectives of Time Toward Collective Well-Being in Online Pedagogy, Keitha-Gail Martin-Kerr, Stephanie Rollag Yoon, and Jana Lo Bello Miller. Humanizing Online Learning through Assets-Based Approaches: Responsive Practices to Support All Learners, Stephanie Smith Budhai. Humanizing Online Learning: Critical Reflections on Classroom Practices that Make a Difference for Diverse Learners, Kwonzi Woodley and Xeturah Woodley. SECTION III: HUMANIZING LEARNING ACTIVITIES. Critical Consciousness: Strategies to Humanize Pedagogy in Virtual Elementary Classrooms, Erin Anderson, Jennifer Darling-Aduana, Ben Shapiro, Abigail A. Amoako Kayser, Johari Harris. Empowering Multilingual Learners through Translingual and Transmodal Practices in Virtual Learning Spaces, Ai-Chu Elisha Ding. Engaging Freire’s Humanizing Pedagogy with Student-Created Texts, Catharyn C. Shelton. Learners as Co-Creators of an Open Access Book, Enilda Romero-Hall.