Building Virtual Community in a Three-way Distance Learning Course on Race
This paper contributes to reframing how faculty view distance learning technologies by offering a case study of how diverse faculty from different institutions can utilize new technologies to advance their own pedagogical objectives. The authors discuss a three-way synchronous distance learning course on race, racism, and intersectionality, providing details so that the model can be replicated on other campuses. They discuss the challenges encountered, their goals for the course, and the direct benefits derived by the faculty members.
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A new model, the Creative Commons approach, with split copyright is rapidly evolving and worth considering.