Towards a culturally responsive pedagogy in online teaching: an Irish perspective.

Abstract

The aim of this qualitative interview study is to explore the extent to which faculty in one Irish higher education institution consider the cultural nature of what they include in the design and delivery of online courses. As the number of online courses increases nationally and internationally, there is a need to consider the diverse background of the students that faculty will meet and work with. However, from the literature examined it seems that the focus is primarily on identifying suitable pedagogical approaches and technology, rather than the cultural dynamics amongst participants in online programmes. In this study, it emerged that though faculty are aware of diverse learning needs of their students, culture was not considered either in the design or delivery phases of their courses. Recommendations for how to address this are included and intended to provide some assistance for those working as or with faculty teaching online.