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DEI Learning

Creating Inclusive Online Learning Environments

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Inclusion refers to creating an atmosphere in which everyone, regardless of race, gender, ability, economic status, or other characteristics, feels included. It is about creating an environment in which everyone’s voice is heard, skills are valued and supported, everyone has the opportunity to experience personal fulfillment, and there is an equal opportunity to learn and grow. As colleges and universities across the country struggled to deal with the fallout from COVID-19, an increasing number decided to move all classes online. While faculty faced a number of challenges in moving course lectures, discussions, and lab or studio learning experiences online, students also struggled to adjust to this new learning environment. This sudden shift highlighted the critical importance of creating an inclusive online learning environment even more than before.

Solutions for Creating an Inclusive Online Learning Environment
  1. Communicate About Course Requirements

    Inform students of any prerequisites that must be completed prior to the start of the class. Inform them of the materials and resources required for the class. Is it necessary for students to purchase or rent books? Is it necessary for students to purchase any software or technology? Provide all this information to students during the first week of the semester so that they can decide if they are prepared and ready to take this class once it begins. In an effort to assist with this understanding, it is recommended to do a quick survey on the first day of class to understand if your students have any additional needs. Inform them about all the resources available on campus such as University Library, HuskTech (for technological needs), and the Student Accessibility Services Office.

  2. Set Clear Expectations

    It is much easier for students to stay on track and plan accordingly based on 1) if there is a clear and organized plan of what is going to occur throughout the semester, 2) student expectations, and 3) instructor expectations. Make sure you have a course calendar with all the deadlines to assist with this tracking. You also may want to avoid overwhelming students on the first day of class. Students are likely to become overwhelmed by viewing the large number of tasks they must complete for the course, all at once.

    Make sure you only set achievable goals and expectations and let them know you will support and accommodate students as needed. Since not all students have the same level of knowledge and background, establishing clear expectations allows them to manage their time effectively, put in additional effort whenever needed, and set their own goals and objectives for the course. Some students may require additional assistance and encouragement, so assuring them that you understand and will assist them in succeeding will mean a lot to them. You can also encourage student to utilize the resources available on campus such as Tutoring Resources, The SCSU Writing Centers and many others.

  3. Design All Courses with Accessibility

    All students benefit from easily accessible content and opportunities to interact with course materials that help them succeed. It’s important to remember that not all students will have reliable internet, software, hardware, and devices (e.g., microphone, webcam, printer). As a result, it is critical to provide students with options for accessing materials online, such as sharing PDFs and PowerPoints rather than videos, which require more bandwidth. For online lectures, be sure to include transcripts and captions. The captions can be edited for accuracy and made available to students. If you are on-screen during a live session or recording a lecture, make sure to verbally describe any visuals such as images, diagrams, or charts so that students who are visually impaired can still access the content. Check-in with your students on a regular basis to ensure they have proper access to all course materials. Follow the guidelines provided by the Student Accessibility Services Office to make sure your course is accessible for all students.

  4. Build a Diversified Course

    To build an inclusive learning environment, instructors can encourage students to be accountable not only for their learning but their contributions to the classroom.   This can be achieved through student resource sharing through news, blogs, or articles that they find interesting, relates to the course topics, and represents a variety of viewpoints and origins. It is important to analyze digital content presentations critically to identify any flaws and possibly add additional course materials if there is problematic or stereotypical text or media present. Instructors should use examples that speak to various demographics in online discussions, recorded lectures, and live Zoom meetings (whether during class or office hours). Teach your students to think critically about the course material and any relevant outside sources. Make use of tools, information, and stories that are pertinent to the topic, and consider the social and cultural diversity of your students.

  5. Be Virtually Available and Responsive

    For an online learning environment to be open and welcoming, interactions with students are essential. It’s critical that instructors make it possible for students to contact them if students have any questions or need the material adjusted based on their skills or circumstances. Students should be given options to either communicate via email or by scheduling a virtual Zoom meeting session. Instructors may need to consider arranging virtual drop-in sessions on a regular basis so that students can ask questions in person. Being accessible to serve the requirements of online students, especially outside of regular business hours, is a key component of inclusive online teaching.

By providing clear information, designing a course for all, and being available for student-instructor communication can all lead to creating a more inclusive online course.  Students being in an environment where they can feel represented, seen, and heard could lead to them thriving in a course.  If you would like to learn more about any of these aspects or how you can best incorporate them into your online course, the SCSU Online and Distance Learning team can assist with that. Please reach out to us via email or through Bookings.

References:

Fauxels. (2019). Photo of people doing handshakes [Photograph]. Pexels. https://www.pexels.com/photo/photo-of-people-doing-handshakes-3183197/

Inglis, A. (2022, February 15). 4 strategies to create inclusive online learning. Guroo Producer.  https://www.gurooproducer.com/blog/tgxpl-inclusive-online-learning

Sathy, V., & Hogan, K. A. (2019). How to make your teaching more inclusive. The Chronicle of Higher Education.  https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/

SmartBrief. (2020, July 17). How to build an inclusive online learning environment. SmartBrief.  https://corp.smartbrief.com/original/2020/07/how-build-inclusive-online-learning-environment

 

Kamana K C is an Information Assurance graduate student at SCSU. She has nearly two years of experience as a Graduate Assistant with the SCSU Online Department. She was able to assist faculty and students at SCSU in improving their teaching and learning experiences by assisting with D2L and Zoom. 

Learning Strategies

Active Learning Strategies

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Student participation and engagement are key areas of focus for instructors. Active learning strategies can be successful among students when the instructors teaching the material are thoughtful and diligent in the design of learning. Active Learning strategies deal with how students encounter the topic, how they are engaged with it, and how they reflect upon it.  

Student engagement can be successful when instructors are willing to expand their practices to accommodate the needs of the active learning process. These methods include creative activities, group projects, brainstorming sessions, and discussions. Such activities will help the students engross themselves in the study material and help them quickly and effectively retain new information. Students tend to remember information much more effectively through an activity they had taken part in compared to a topic that the instructor just taught.  

Active learning can be enacted as a form of student participation within the classroom. Both students and instructors need to be fully invested in this concept, as the outcome of these techniques is highly valuable. These techniques put the student in charge of their education. The best thing about this process is that it can be done in a physical classroom or in an online setting. Instead of just listening to someone speak, students are expected to read, write, and discuss the core concepts they are currently learning. 

Woman wearing gray cardigan and eyeglasses standing in front of a corkboard with sticky notes and presenting.

Strategies for Implementing Active Learning Within a Course 
  • Game-based learning can be fun and engaging for students. It can include crossword puzzles, IQ games, roleplaying, and Four Corners. Four Corners is a game that presents several answer options to a single question; this is a practical approach to multiple-choice questions. Such activities redefine student engagement. 
  • Problem-based learning is a method where the student’s critical thinking skills will be tested along with their approach to solving the problem. This method helps students to deal with real-life problems as well. 
  • Collaborative learning is a technique where groups of students work toward solving a problem, by allowing them to inculcate each other’s viewpoints to solve the problem. 
  • Discussion-based learning involves everyone in the class talking about a particular topic so that the students can gain knowledge from different viewpoints. This activity can also be completed online, through the Discussion board feature, available in our LMS.
  • The jigsaw method involves students forming groups of three to four to work on a task related to the lesson content. Each student will be assigned one task within the group, where each student will be aware of the material, and can teach it to their fellow group members. 
  • An activity that is both creative and engaging is that of visual lists. Students can create a list related to a particular topic using pictures, symbols, and images. 
  • Live word clouds can also summarize a topic in a few words. This will help students to break down complex topics into a few words, which can be used to remember that topic. 
  • Reciprocal questioning is when the student takes up the role of a teacher, creates or gathers a few questions from the topic, then asks the rest of the class the questions. This technique promotes curiosity and discussions among classmates. 
  • The pause procedure is a technique in which the instructor arranges pauses of two to three minutes between ten to fifteen minutes of lecture time.  This allows the students time to review and reflect on their notes, then discuss their queries. 
  • The Muddiest point technique helps identify the unclear point in a topic. When the students can rate their understanding of a topic, it becomes easy for them and the instructor to identify the concepts that need further study. 
  • The Learning Cell is a very effective activity for active learning.  It is when a pair of students are expected to study and learn together by asking and answering each other’s questions. They will then discuss the similarities and differences in their notes after the class. In this way, students can focus on the points they had difficulty understanding. This activity also involves the instructor going from group to group, asking questions, and giving feedback to the students (Raudys, 2022). 

Active learning encourages student interaction and confidence because participating in such activities motivates them to take risks. Instructors can utilize these techniques to help students overcome their difficulties, by using the knowledge they have gained from the activities and their experiences.  If you are interested in adding these strategies to your courses, please reach out to the SCSU Online and Distance Learning team. Reach out to us via email or through Bookings. 

References: 

Albracht, L., & Hurson, L., (2019, August 28). Active learning strategies. Center of Teaching and Learning, Baruch, CUNY.   https://blogs.baruch.cuny.edu/activelearning/activity-list/ 

Faculty Focus. (2021, July 22). How to implement active learning strategies and activities in your classroom. Faculty Focus | Higher Ed Teaching & Learning.  https://www.facultyfocus.com/articles/effective-teaching-strategies/how-to-implement-active-learning-strategies-and-activities-into-your-classroom/   

Fauxels. (2019a). Group of people sitting indoors [Photograph]. Pexels. https://www.pexels.com/photo/group-of-people-sitting-indoors-3184361/

Fauxels. (2019b). Woman wearing gray cardigan and eyeglasses [Photograph]. Pexels. https://www.pexels.com/photo/woman-wearing-gray-cardigan-and-eyeglasses-3184295/

Raudys, J. (2022, September 13). 8 active learning strategies and examples. Prodigy Education. https://www.prodigygame.com/main-en/blog/active-learning-strategies-examples/

Williams, A., & O’Dowd, D. (2021, January 19). Seven practical strategies to add active learning to a science lecture. Neuroscience Letters | Science Direct. https://www-sciencedirect-com.scsuproxy.mnpals.net/science/article/pii/S0304394020305875 

 

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.