Whether a course is synchronous or asynchronous, students should feel that they are a part of it. They should also feel connected with others in the classroom. The feeling of “isolation and low self-esteem in students has been shown to result in low levels of engagement” (Li et al., 2022, p. 1). This can be attributed to the rapid growth of online learning and the transition from an in-person format to a virtual format. In addition to the transition is the ever-growing diverse student population.

One way colleges and universities can address this issue is by preparing faculty to design and facilitate inclusive online learning experiences that meet the requirements of all students more effectively. This may include offering a diverse range of teaching methods, more suited to a wider range of students.  Humanized online teaching can also help to address aspects of learning through instructor-student connections and community.

The Humanizing Framework

Instructor-student communication matters tremendously in online learning. A major challenge that the instructors face in an online course, is how to make the learning experience humanized.  This includes treating students and their input as an integral element of the course. 

Multiple frameworks have incorporated the concept of humanizing an online course (Li et al., 2022). Frameworks such as the Community of Inquiry model, outline and explain three different presences: social, cognitive, and presence. Both social and cognitive presences are dependent on teaching presence (Garrison et al., 1999). Research has found that increased teaching presence, through interactions between the instructor and the student, corresponded with an increase in motivation and engagement, which could lead to higher grades (Li et al., 2022; Xu & Jaggers, 2014).  

Michelle Pacansky-Brock, developed the humanizing framework in 2016, by taking into consideration other frameworks and modeling them together. She discovered that these instructor-student relationships are extremely beneficial, particularly for students who are unsure of their academic ability (Bengfort, 2023). Three elements emerged as essential in making humanizing communication in a class. They were presence, empathy, and awareness. 

• Presence: Instructors need to be present in an online class and they should be available to communicate with students at appropriate times in Zoom sessions. Instructors, for example, can create a lively welcome video and make their presence felt throughout the class. They could provide feedback in audio or video format. They could create a sense of community in the class, by greeting students with a video each week. Instructors can also offer synchronous meetings for students who need some guidance.
• Empathy: Instructors should be approachable so that students won’t have any apprehensions in meeting them. They should be able to sense when students need some extra support and when to be lenient. Taking the time to explain difficult concepts during one-on-one sessions or even providing links to multimedia (videos, podcasts, etc.) are very supportive to students.
• Awareness: Instructors should get to know their students. To do so, they could conduct a survey during the first week of class as a means of formative feedback. For example, ask students their preferred format of assignment submission, teaching method, and any other valuable insights that they would like to provide.  

Humanizing an online course through communication is critical for producing an effective and engaging learning experience. Students might feel more connected to the instructor and their peers by including various communication tools such as discussion boards, video conferencing, and personalized feedback. Additionally, emphasizing the importance of social interaction and community-building can foster a positive learning environment and increase student motivation and retention. Ultimately, by prioritizing communication and creating a sense of connection within an online course, instructors can humanize the learning experience and provide students with a more fulfilling and enriching educational experience. 

If you are interested in which humanization methods are right for your course, just let us know.  The SCSU Online and Distance Learning team can provide guidance and tools to get you on the right track. Reach out to us via email or through Bookings.

Additional Reading:

For more information about adding teacher presence to your course, check out this previous blog post.

References: 

Bengfort, J. (2023). Q&A: Michelle Pacansky-Brock humanizes asynchronous Learning. EdTech Focus on Higher Education. https://edtechmagazine.com/higher/article/2023/05/qa-michelle-pacansky-brock-humanizes-asynchronous-learning

Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education 2(2–3). https://doi.org/10.1016/S1096-7516(00)00016-6  

Li, Q., Bañuelos, M., Liu, Y., & Xu, D. (2022). Online instruction for a humanized learning experience: Techniques used by college instructors. Computers & Education 189(104595), 1-12. https://doi.org/10.1016/j.compedu.2022.104595 

Piacquadio, A. (2022). Cheerful surprised woman sitting with laptop [Photograph]. Pexels. https://www.pexels.com/photo/cheerful-surprised-woman-sitting-with-laptop-3762940/ 

Shvets, A. (2020). People on a video call [Photograph]. Pexels. https://www.pexels.com/photo/people-on-a-video-call-4226261/

Xu, D. & Jaggars, S. (2014). Performance gaps between online and face-to-face courses: Differences across types of students and academic subject areas. The Journal of Higher Education, 85(5), 633–659. http://www.jstor.org/stable/43694576

Nishika Gopathi is a Graduate Assistant for Online and Distance Learning at St Cloud State University. She is a student of Information Assurance.  She likes to paint and travel in her free time.