The pandemic didn’t create the problem of online instruction equity, but with many college and university students learning remotely from homes or dorm rooms due to COVID-19-related restrictions, the pandemic is compelling higher education leaders and professors to focus on this issue. The upside is that once campus life returns to normal, universities and colleges can continue to implement online learning equity measures and policies going forward.
University of California Davis outlines some ways that professors can create an inclusive and equitable remote learning environment that take into account some of the pedagogical, socioeconomic and social-emotional barriers to learning. Here are eight measures that can help instructors ensure equity and inclusion in their remote classes.
1. Give a pre-class survey to get to know students.
Whether professors are teaching online or in-person, they can benefit from learning who students are and the educational experiences, knowledge and skills they bring to the class. Surveys can help instructors know how many students also work or have families, identify as international students or multilingual learners, so they can consider integrating this information into instructional examples, for example. Professors can also gauge the technology readiness level of students through surveys.
2. Align remote teaching that aligns with the tools and technologies students can all access.
Consider including technology questions in the pre-class survey. Professors must make sure they understand the technology students can access, then adapt teaching to these tools to keep classes equitable and inclusive.
3. Adopt inclusion and equity as a pedagogical mindset.
Professors can use what they’ve learned about students to inform pedagogical decisions and actions, making sure it’s inclusive of all students and their needs. Include a diversity, equity and inclusion statement in your syllabus to convey your goals to students.
4. Create remote teaching and online learning experiences that are highly structured and provide high levels of support.
Provide students with a well-structured and clear learning experience. Align course learning outcomes, assessments and learning activities. Be explicit about expectations and ensure that students understand when and how to do all activities.
5. Consider adopting best practices for the Universal Design for Learning (UDL) for Higher Education guidelines.
Consult the UDL guidelines for detailed information on creating an online course that can be accessed by students who need accommodations. Make sure to offer multiple options and formats for students to access content, do learning activities and show learning via assessments.
6. View students as the core of the remote teaching or online learning experience.
Create learning experiences that intentionally incorporate structures that involve students in active learning. Design courses that require students to access content, complete learning activities, interact with peers and complete assessments.
7. Offer multiple, low-stakes assessments instead of high-stakes assessments.
By offering multiple assessments, professors can help students learn as they take the course and gain better overall insight into student learning over time than with a traditional mid-term and final model.
8. Keep in touch with students.
Professors can collect learning information from former students as they plan for remote teaching or adapt courses for online learning so they can redesign their course.