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24th Annual TCC | Online Conference | April 16-18, 2019
Sustainable Learning, Accessible Technologies, & Diverse Contexts
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While these students bring positive attributes to the online classroom, there are also known challenges that may impact student success. A theoretical framework for these challenges can be described using Schossberg’s theory of marginality and mattering (Schlossberg, 1989). Knowledge of the issues involved in military-to-academic transitioning is important for educators, including the possibility of both visible and invisible service-connected disabilities (Tinoco, 2014/2015).
Implications for educators include reflective teaching practices that focus on personal attitudes towards the military and war, female servicemembers, combat experience, and war trauma (Department of Veterans Affairs, 2009). Specific teaching practices and knowledge can support these students, including “welcoming in” behaviors, familiarity with campus resources, utilizing referrals, managing frustrating classroom scenarios, and recognizing the unique obligations of those in the military (Maryland Veterans Resilience Initiative, 2014). Androgogical approaches to teaching and learning involve strategies in course design and online instruction, as well as possible modifications in individual teaching behaviors; these are useful in all disciplines (Smucny & Glover, 2013), validating the importance of professional development in this area.
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A recording of this presentation is available.
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InfoTCC Hawaii, LearningTimes, & the Learning Design and Technology (LTEC) Department, College of Education, UH-Manoa, collaborate to produce this event. Volunteer faculty and staff worldwide provide additional support. TCCHawaii.org, a Hawaii nonprofit corporation, conducts events for educators and graduate students worldwide relating to current and future practices and research in learning technologies and design. |
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