Belonging in remote higher education classrooms : The dynamic interaction of intensive modes of learning and arts-based pedagogies.
In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vuln...
| Institution: | Victoria University |
|---|---|
| Main Authors: | , |
| Publicado: |
Journal of University Teaching & Learning Practice v.21 n.2 https://doi.org/10.53761/1.21.2.03
2024
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| Subjects: | |
| Acceso en liña: | https://doi.org/10.53761/1.21.2.03 |
