Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy
In a world where online education is too often reduced to transactional and very philosophical, one-size-fits-all instruction, this book boldly redefines open-distance digital learning (ODeL) as a space for radical transformation. Bridging critical pedagogy, care ethics, and social justice, it challenges the status quo by centering student agency, dialogue, and co-creation in virtual classrooms. Grounded in real experiences from developing universities, this work exposes the limitations of traditional ODeL models—where power imbalances and passive learning prevail—and offers a compelling alternative. Through actionable strategies, vivid case studies, and the voices of students themselves, it equips educators to build inclusive, democratic learning ecosystems that nurture both intellectual growth and socio-emotional well-being. More than a critique, this book is a manifesto for humanizing digital education. It is essential reading for educators, administrators, and policymakers committed to making online learning a force for equity, empowerment, and meaningful connection in higher education.
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Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy
In a world where online education is too often reduced to transactional and very philosophical, one-size-fits-all instruction, this book boldly redefines open-distance digital learning (ODeL) as a space for radical transformation. Bridging critical pedagogy, care ethics, and social justice, it challenges the status quo by centering student agency, dialogue, and co-creation in virtual classrooms. Grounded in real experiences from developing universities, this work exposes the limitations of traditional ODeL models—where power imbalances and passive learning prevail—and offers a compelling alternative. Through actionable strategies, vivid case studies, and the voices of students themselves, it equips educators to build inclusive, democratic learning ecosystems that nurture both intellectual growth and socio-emotional well-being. More than a critique, this book is a manifesto for humanizing digital education. It is essential reading for educators, administrators, and policymakers committed to making online learning a force for equity, empowerment, and meaningful connection in higher education.
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Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy

Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy

Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy

Caring for Students Who Need It Most in Open Distance E-Learning Environments: This Is (Not) Hidden Philosophy

Overview

In a world where online education is too often reduced to transactional and very philosophical, one-size-fits-all instruction, this book boldly redefines open-distance digital learning (ODeL) as a space for radical transformation. Bridging critical pedagogy, care ethics, and social justice, it challenges the status quo by centering student agency, dialogue, and co-creation in virtual classrooms. Grounded in real experiences from developing universities, this work exposes the limitations of traditional ODeL models—where power imbalances and passive learning prevail—and offers a compelling alternative. Through actionable strategies, vivid case studies, and the voices of students themselves, it equips educators to build inclusive, democratic learning ecosystems that nurture both intellectual growth and socio-emotional well-being. More than a critique, this book is a manifesto for humanizing digital education. It is essential reading for educators, administrators, and policymakers committed to making online learning a force for equity, empowerment, and meaningful connection in higher education.

Product Details

ISBN-13: 9798385251636
Publisher: Resource Publications (CA)
Publication date: 09/09/2025
Pages: 148
Product dimensions: 5.50(w) x 8.50(h) x 0.32(d)

About the Author

Doniwen Pietersen, Professor of Philosophy of Education at the University of South Africa, is an accomplished academic in the Open Distance e-Learning space, specializing in critical pedagogy, feminism in education, student engagement, and care-based teaching methodologies. With a career spanning over eight years in higher education, he has held key roles such as Associate Professor of Education. His work bridges theory and practice, advocating for inclusive, student-centered approaches to mitigate isolation in digital learning environments.

What People are Saying About This

From the Publisher

“Doniwen Pietersen’s groundbreaking work addresses one of the most urgent challenges facing higher education today: how to create genuinely caring and inclusive online learning environments. By masterfully integrating Freirean critical pedagogy with deliberative democracy principles, Pietersen provides both rigorous theoretical foundations and practical strategies that educators desperately need. This book offers transformative insights for supporting marginalized students in ODeL contexts and should be essential reading for anyone committed to educational equity and social justice in the digital age.”

—Dean Collin Langeveldt, Lecturer in Psychology of Education, Sol Plaatje University, South Africa



“Professor Doniwen Pietersen’s book redefines inclusive pedagogy in digital education, merging philosophy and practice to advocate for a pedagogy of care in Open and Distance E-Learning (ODeL). Challenging transactional teaching, he emphasizes relational, student-centered approaches while addressing systemic barriers. His work—rooted in lived experience—offers actionable strategies to support marginalized learners, highlighting intersectional vulnerability and institutional accountability. A vital call to action, this book urges educators to humanize ODeL through sustained, intentional care.”

—Amasa Ndofirepi, Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, South Africa

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