“It Felt Like a Real Classroom”: Applying Pedagogical Care in Online Teaching and Learning Design

Abstract

Online learning widens access to higher education for underrepresented students. A safe learning space that fosters relational dialogue is crucial for recognising the “complexities and wisdoms” that diverse learners bring to their studies as “whole people” (Motta & Bennett, 2018). However, flexible delivery can be challenging for engaging online learners in class dialogue, especially students who lack confidence to engage with peers and teachers (Lawrence et al., 2024). In response, action research was undertaken with “equity-like” students enrolled in all-online human service degrees to understand more about the barriers and enablers for joining class discussions. An applied framing of pedagogical care was then used to co-design and evaluate a dialogic learning activity dubbed the “care-full Zoom” with multiple ways to join the conversation in synchronous and asynchronous modes. Mapping care-full teacher qualities to student learning outcomes revealed practical ways that pedagogical care can be exercised in online learning design. Results show considerably improved student engagement with content, peers, and teachers following implementation of the care-full Zoom. Crucially, students reported greater confidence in their capabilities as students and as emerging lived experience practitioners. The findings are significant for supporting the growing numbers of underrepresented students accessing higher education through online study options.