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État de publication: publié
Nom de la revue: International Journal of Technologies in Higher Education
Volume: 20
Numéro: 2
Intervalle de pages: 68-85
Résumé: This study identifies course design practices and evaluation strategies that promote high-quality, equitable, and inclusive education in hybrid or online modalities, and that consider student well-being and mental health, for the post-pandemic era. Our data set consisted of an integrative literature review, interviews with instructors, and focus groups with teaching and learning centre representatives from five countries: Canada, the United States, the United Kingdom, France, and Lebanon. The study informs instructors’ professional development, recommends concrete course design elements that promote equitable education, and shares innovative pedagogical practices for digital contexts.
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