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ERIC Number: ED360472
Record Type: RIE
Publication Date: 1993-Jun
Pages: 16
Abstractor: N/A
Connectiveness and Responsiveness.
Burge, Elizabeth J.
Distance educators must become more connected with and responsive to their students by developing their understanding of how unity, diversity, and interdependence operate in learners' environments. Many of the holistic strategies for promoting connectedness with female distance learners in particular have strong links to existing feminist theories, practice, and values. Holistic strategies that can be used to connect with distance learners include the following: applying thematic and interdisciplinary treatments when structuring course content; using multiple sources of information (including autobiographical, artistic, and dramatic expression); seeking patterns in real-life contexts or simulations; identifying and legitimizing the positive and negative feelings that are often associated with personal change and learning; using learning partnerships that do not depend on expert knowledge; promoting context-sensitive thinking; designing gender-sensitive learning environments and course content; and helping women learn to talk about how their role as adult learners connects with and/or conflicts with their other life roles. Distance educators should take the following steps to increase their responsiveness: examine their professional language, promote those research results that are applicable for women, develop feminist transformative models of teaching and learning, and reflect on their practice. (Twenty-four holistic strategies and 46 references are included.) (MN)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Keynote paper for the Feminist Pedagogy and Women-Friendly Perspectives in Distance Education International Working Conference (Umea, Sweden, June 10-13, 1993).