Working toward a place-based online pedagogy

Online learner engagement research has risen internationally due to the COVID-19 pandemic, especially in relation to experiential learning. However, this research has focused on the use of technology to access learning about a particular place rather than consider the pedagogical potential of the places in which the learner is located. This study therefore considers the question: What is the pedagogical potential of place for online learners? The aim of the study is to scrutinise pedagogical practices that facilitate applied understanding of course concepts in a way that enables learners to contextualise learning in their unique locations. This paper analyzes recounts of experiences with place-based inquiry with online students in an initial teacher education course offered in regional Australia. The evidence presented suggests that place-based pedagogy enables students to see learning concepts at work in context, beyond the . Further, contrary to expectations that the experience of place-based learning is diminished in an online environment, there might be advantages for the preparation of pre-service teachers in experiencing place-based inquiry in their own locales. [ FROM AUTHOR] Copyright of Journal of Geography in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)