Online Learning: Strategies for Pedagogical Retooling

Maureen Snow Andrade


Higher education can be conceptualized as a partnership between the learner and the institution. However, this may necessitate changes in practice, such as the development of flexible learning models to accommodate individuals from a range of backgrounds and life circumstances, particularly those traditionally excluded from higher education. Flexible modes of learning may encounter resistance or fail to deliver expected outcomes, however, thus limiting adoption. Pedagogical retooling can address this. This paper reviews the current status of one type of flexible delivery—online learning—in terms of stakeholder views, the need for continued institutional responsiveness, and pedagogical strategies that support desired outcomes. The latter includes pedagogical training that involves implementing elements of effective course design, simulating the student learning experience, forming communities of practice, and sustaining practice with follow-on support.


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Paper Citation

in Harvard Style

Andrade M. (2016). Online Learning: Strategies for Pedagogical Retooling . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-179-3, pages 85-90. DOI: 10.5220/0005749600850090

in Bibtex Style

author={Maureen Snow Andrade},
title={Online Learning: Strategies for Pedagogical Retooling},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Online Learning: Strategies for Pedagogical Retooling
SN - 978-989-758-179-3
AU - Andrade M.
PY - 2016
SP - 85
EP - 90
DO - 10.5220/0005749600850090