Examining collaborative learning modalities (CLM): critical multicultural education online?

Abstract

Purpose

The purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM) to supplement conversations in multicultural education courses?

Design/methodology/approach

This qualitative study examined emergent themes in asynchronous threaded discussions created by 23 students within a Master's level multicultural education course at a large land‐grant university in the USA.

Findings

Engagement in threaded discussions fostered student understanding of a systems perspective of social realities. Power, privilege, and oppression related to race, gender, and economics in the USA were explored through student use of real world, concrete examples – something that does not always occur in face‐to‐face classroom encounters constrained by time and the pacing of curriculum.

Research limitations/implications

Researchers would like to see more empirical research in using technologically mediated, CLM to foster conversations surrounding power, oppression, and privilege in efforts to advance the pedagogies of critical multicultural education.

Practical implications

Using threaded discussions seems to be a promising practice in teaching critical multicultural education content.

Social implications

This research project provides understanding of how CLM can help establish systems perspectives – perspectives critical to multicultural education.

Originality/value

This paper advances the conversation related to promising practices in multicultural education. Scarce empirical research exists related to critical approaches to multicultural education online.

Citation

Brantmeier, E.J., Aragon, A. and Folkestad, J. (2011), "Examining collaborative learning modalities (CLM): critical multicultural education online?", Multicultural Education & Technology Journal, Vol. 5 No. 1, pp. 5-18. https://doi.org/10.1108/17504971111121892