Facilitating Inclusive Teaching and Learning Spaces Through Digital Education Technology

Abstract

As more universities move towards a distance mode of teaching and learning, there are increasing opportunities to enroll students from a greater diversity of backgrounds. Often students have commitments that include family responsibilities and/or professional career engagements that make it difficult to physically attend classes. This chapter accounts for how digital technologies have been instrumental in supporting learning for postgraduate students in a Kazakhstani university school context. The authors present a qualitative account of research framed around Bourdieu's notion of habitus, where data was collected through unstructured interviews with purposefully selected faculty members and postgraduate students in one of the blended teaching and learning courses.