Contributed to the TLCo-op by Emily Gaston, Graduate Research Assistant of the Center for Instructional Innovation and Assessment, 2021.
COVID-19 drastically altered how society functions, and the education sphere is no exception. Educators have been forced to rewrite lesson plans and redesign courses to adapt to an online platform and ever-changing world. In this scramble to deliver content, it can be easy to overlook the complexities of equity in online teaching. Below are a few things to consider when creating your syllabus and working toward a more equitable online classroom.
Internet Insecurity
Many students began their college career anticipating that they would have access to on-campus internet and technology. Students who did not own a personal computer/laptop or could not afford internet services were left without many options. When creating your class, it is important to keep in mind that these students may have to go to great lengths to access Canvas or other online materials, and have to plan their study schedule around when they may have access. Here are a few things you can do as an educator to help these students:
Avoid making changes to your syllabus schedule.
Students who need to leave home in order to access the internet will have to plan this time according to the schedule set by the syllabus. Last minute changes may inflict high levels of stress as the student will have to readjust their scheduled access in order to accommodate the change. This also may not be possible due to other commitments held (such as a job or child care), thus decreasing their academic success.
Avoid assigning work that requires a continuous internet connection.
By avoiding assignments that require the student to remain connected to the internet, you allow for students who do not have internet access at all times freedom to complete the assignment in the time they need instead of being tethered to the location they find wifi access.
Be flexible with due dates.
If a student has expressed to you their concern over lack of consistent access, work with the student to set due dates they work with their scheduled access to the internet. It may be as simple as having an assignment due by midnight instead of a specific time during the day to allow for students to travel to their internet access point.
WWU’s Academic Technology & User Services (ATUS) has complied resources for students on the Keep Connected page who do not have personal computers or struggle with internet access. This is an essential resource for students, and can be reached via phone if email is inaccessible.
Create asynchronous opportunities.
It may be helpful to be prepared with asynchronous options during the quarter in case circumstances change for you or your students. Check out the Flexible Modality Toolkit for expansive resources. Here are a few ideas for alternative engagement:
- Have students record a vlog/short video discussing a topic that was set to be discussed in the synchronous class.
- Have students participate in a discussion post on Canvas.
- Assign a short essay where the student must explore multiple sides to one argument.
- Allow for students to record a Zoom meeting with their peers in which they are discussing the topics assigned for the synchronous class. They could submit the link to the recording to an assignment.
These are just a few ideas, but you can be creative in this approach! By pushing students to still interact heavily with the content, as well as research opposing ideas, you can ensure they will still be grappling with the subject matter in a way that encourages growth and a deeper understanding.
Online Classrooms vs. In-Person Classrooms
Online classrooms are not the same as in-person classrooms. While this sentiment is fairly obvious, it can be easy to forget that online Zoom/Teams meetings should not look and feel the same as in-person lectures. Attempting to force your online class to retain the feeling of traditional schooling, students can experience “Zoom burnout,” a decrease in attention to the subject, and feelings of confusion, restlessness, and frustration. Teaching online is a skill that is different from a more traditional approach, and takes time to perfect. Here are a few strategies:
Add creative elements to assignments.
By providing different types of projects and allowing individuals to be creative, presentation days will feel significantly less monotonous and you can encourage engagement and participation. Different approaches to the same requirements will also make grading the assignments feel less repetitive for the educator!
Use the 50:10 rule.
Sitting in front of a screen for multiple hours at a time can be exhausting for students and educators alike. Try utilizing the 50:10 rule for structuring classes and when to take breaks. The 50:10 rule is the idea that you work (or study, lecture, discuss, etc.) for 50 minutes, and take a break doing whatever you would like for the last 10 minutes of each hour. This allows for productivity to be happening a majority of the time, while simultaneously allowing for a much needed break to retain focus during the work periods. Need help sticking to the schedule?
Use visuals and interactive content.
Keep students engaged by using visuals to communicate course content. Students possess a variety of learning styles, so by using visuals or interactive content, you can appeal to the students who may not learn as well in a strictly lecture-based course. This applies to any course delivery mode, whether face-to-face, online, or some combination of the two.
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These are just a few things to consider when constructing your courses in order to keep them as equitable as possible. Online teaching and learning is challenging, but by being mindful of potential blind spots in equity, educators can create a classroom environment which will positively impact students.
Source
Intercultural Development Research Association (IDRA). (2020, March 24). Ensuring Equity in Online Learning – Considerations in Response to COVID-19’s Impact on Schooling. https://www.idra.org/services/ensuring-equity-in-online-learning-considerations-in-response-to-covid-19s-impact-on-schooling
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