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Teaching and Doing Justice Globally
Unformatted Document Text:  Teaching and Doing Justice Globally significant increases occurred in civil society engagement, community activity and activities to learn more about advocacy issues. Third, the survey assessed students’ views of the methods used in the course. The survey assessed distance education models and tools as well as pedagogical methods. On one hand, this course, in particular, seems to be particularly conducive to distance education and field work overseas. Ninety percent felt that the site where they took the course provided a conducive learning environment. The 10 percent who disagreed were American students who took the course on-campus and suggested that an overseas environment with field work opportunities would have provided greater learning opportunities. At the same time, 80 percent of those surveyed preferred the hybrid delivery model over a strictly in-class experience (which 20 percent preferred) or a strictly on-line experience. In open-ended questions, students suggested that distance learning helps to make the program and course affordable. Further, a hybrid delivery does not sacrifice the networking opportunities, one-on-one time with faculty and learning opportunities from in-class interaction between faculty and students. Students preferred simple methods for communicating with faculty by email (70 percent) and among peers by threaded discussion (67 to 72 percent), suggesting that our minimalist use of technology, or soft- tech approach may be appropriate. Finally, the course objectives and assignments reflect the three dominant pedagogical approaches utilized in the SLD model. Thus, by gathering the students’ assessment of the effectiveness of course objectives and assignments, the survey provides insight into the effectiveness of each approach. Specifically, the following chart shows the objectives and assignments assessed for each approach: 23

Authors: Gramby-Sobukwe, Sharon.
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Teaching and Doing Justice Globally
significant increases occurred in civil society engagement, community activity and activities to
learn more about advocacy issues.
Third, the survey assessed students’ views of the methods used in the course. The survey
assessed distance education models and tools as well as pedagogical methods. On one hand, this
course, in particular, seems to be particularly conducive to distance education and field work
overseas. Ninety percent felt that the site where they took the course provided a conducive
learning environment. The 10 percent who disagreed were American students who took the
course on-campus and suggested that an overseas environment with field work opportunities
would have provided greater learning opportunities. At the same time, 80 percent of those
surveyed preferred the hybrid delivery model over a strictly in-class experience (which 20
percent preferred) or a strictly on-line experience. In open-ended questions, students suggested
that distance learning helps to make the program and course affordable. Further, a hybrid
delivery does not sacrifice the networking opportunities, one-on-one time with faculty and
learning opportunities from in-class interaction between faculty and students. Students preferred
simple methods for communicating with faculty by email (70 percent) and among peers by
threaded discussion (67 to 72 percent), suggesting that our minimalist use of technology, or soft-
tech approach may be appropriate.
Finally, the course objectives and assignments reflect the three dominant pedagogical
approaches utilized in the SLD model. Thus, by gathering the students’ assessment of the
effectiveness of course objectives and assignments, the survey provides insight into the
effectiveness of each approach. Specifically, the following chart shows the objectives and
assignments assessed for each approach:
23


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