Abstract
Teaching popular culture comes with many opportunities and challenges in a traditional classroom, but equally interesting and valuable are the possibilities that teaching such a course online can provide. This article explores how “Popular Culture in the US,” an online course at a community college, embraces some key attributes of the digital world such as multimodal communication and Web 2.0 interactivity. Evolved from a face-to-face community college course, the online version has increasingly developed to move from an instructor-centered to a student-centered approach that relies upon various engagement strategies. By using student choice, OER-enabled pedagogy, and constructivist approaches, the instructor engages students by leveraging the Internet to educate students, empower them as creators of content, and support critical participation in popular culture. The article illustrates how teaching within the online space can enhance teaching and learning, particularly for courses that have a disciplinary focus on popular culture and media.
Recommended Citation
Eaton, Lance and Rockey, Alex
(2020)
"Triple Threat or Triple Opportunity: When a Pop Culture Course Goes Online at a Community College,"
Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 7:
Iss.
2, Article 3.
Available at:
https://digitalcommons.unl.edu/dialogue/vol7/iss2/3
Included in
American Popular Culture Commons, Communication Technology and New Media Commons, Community-Based Learning Commons, Critical and Cultural Studies Commons, Curriculum and Social Inquiry Commons, Educational Sociology Commons, Educational Technology Commons, Gender and Sexuality Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons, Social Justice Commons