Amanda's+Page+of+Stuff

=**I will investigate gender and cultural concerns in online teaching.**=

Building Classroom Community at a Distance: A Case Study Alfred P. Rovai

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absolute stage the learner sees knowledge as held by an external authority. Females at this stage tend to function as receivers, taking notes and studying, whereas males engage in interaction with the instructor. At the transitional stage females are more likely to engage in interactivity, relying on the opinions of others to help construct their own knowledge. Males, on the other hand, are more likely to use the opinions of others as material for debate. Finally, at the independent stage, females have their own interpretations but value interactivity, whereas males tend to rely on independent processing.**
 * According to Baxter-Magolda, at the

=Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning= =by Catherine McLoughlin=

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In the 21st century, internationalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas. This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectively in cross-cultural online learning environments, a theoretically grounded framework is proposed that links culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment. A goal for the design of culturally inclusive online learning is to ensure that pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds. In addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross-cultural learning needs.

=Culture and Distance Learning=

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