Teachers’ Reflections on Pedagogies that Enhance Learning in an Online Course on Teaching for Equity and Social Justice

Omiunota Nelly Ukpokodu
University of Missouri-Kansas City


This study investigated teachers’ reflective perspectives on pedagogies that enhance learning in an online course on “Teaching for equity and social justice” in a teacher education program. Data were collected from survey, alternative anonymous course assessment, interview, and document analysis. Participants identified threaded discussions, partner-shared learning, course 3Rs (rigor, relevance and relationships), pre-post narrative inquiries and writing reading response papers as critical pedagogies that enhanced their learning in the online course. In this paper, I analyze and discuss the teachers’ reflective perspectives and the construction and implementation of these pedagogies.

EDITORS NOTE: As a part of this Editor’s Choice special issue of JIOL, this article is a reprint of an article published in volume 7, Issue 3 of the Journal of Interactive Online Learning. The author biographical information has been updated below, however, the manuscript is presented in its original form.

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About the Author(s)...

Omiunota Nelly Ukpokodu is an associate professor of social studies and multicultural education at the University of Missouri-Kansas City School of Education, Division of Curriculum & Instructional Leadership, Kansas City, MO. Dr. Ukpokodu received her PhD from the University of Kansas, Lawrence, Kansas. Dr. Ukpokodu’s research interests include transformative pedagogy, quality teacher preparation, teaching for equity and social justice, urban education, citizenship education, and global education. She may be contacted at This email address is being protected from spambots. You need JavaScript enabled to view it..

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