Shark Notes: How to Structure Your Online Class for Inclusion: Part 1

Shark Notes

Shark Notes

Hi Sharks! Shark Notes is a brief summary of article highlights that you may find helpful. Whenever we read an article we’d like to share, we’ll provide the link in our newsletter. Since you probably get quite a few suggested articles coming from colleagues, external companies, and so on, you can first read the Shark Notes to help decide whether you want to read further. Check out our third article recommendation along with the accompanying Shark Notes. We promise, there will not be a quiz! 

How to Structure Your Online Class for Inclusion, Part 1 

https://www.facultyfocus.com/articles/online-education/online-student-engagement/how-to-structure-your-online-class-for-inclusion-part-1/?st=FFWeekly%3bsc%3DFFWeekly210322%3butm_term%3DFFWeekly210322&utm_source=ActiveCampaign&utm_medium=email&utm_content=How+to+Structure+Your+Online+Class+for+Inclusion%2c+Part+1&utm_campaign=FF210322 

Summary:  

As a result of the COVID-19 pandemic, many educational institutions quickly changed traditional classroom teaching to online, remote learning. As a result, some strain was placed on the student to teacher relationship since they were no longer face-to-face. Some students encountered challenges learning from home, which negatively affected their engagement and ability to learn.  

This guide answers common concerns that teachers have on how to engage students online. The guide also provides teachers with recommendations and strategies to improve their online courses’ structure to create more online learners’ inclusivity. 

Highlights: 

  • Question: How can I ask students to engage online if I don’t know what kind of Internet access they have at home?   
  • Answer: When teachers structure an online course, they need to be mindful that internet speeds will vary for each student. Some may have faster speeds, while others may be slow. Thus, teachers need to create engaging activities in low bandwidth, so all students have equal access. Examples include Zoom calls, asynchronous video, chat rooms in learning management systems or platforms like Microsoft Teams, which provide easy access to essential course documents.  
  • Question: How do I know if my students are engaged and present in my class if I’m not meeting with them on a video (e.g., Zoom) call or if they don’t have their cameras on?  
  • Answer: Since teachers and students are not physically together in a live classroom setting anymore, it is a little more challenging for teachers to tell if students pay attention whether their cameras on or off. Teachers can tackle this issue, engage students through surveys, ask questions, and then ask students to post their replies in the chat box, a shared document, or a discussion board. 
  • Question: How do I encourage students to participate in online classes?   
  • Answer: There are two strategies teachers can use:  
  • (1) Ask students what they want or need from your online class. Teachers can ask students for their feedback and recommendations and give them a choice to submit their responses anonymously and  
  • (2) Lower the barrier to entry. At the beginning of the first class, teachers can create activities such as “icebreaker” to encourage student participation. 
  • Question: How can I know if students are being honest about their own work in an online class?  
  • Answer: This is challenging since teachers are not face-to-face with their students. The best recommendation, teachers should get to know their students and set up preventative measures that will discourage students from cheating. At NSU all instructors have access to proctoring platforms such as Respondus Lockdown browser and Lockdown Monitor for which there is upcoming vendor provided training opportunities.

Coming up in Part 2, two principles will be discussed to foster engagement online: 

  1. Building community to foster engagement online and 
  2. Creating options for students to engage online 

Viewing the article may require Free registration to the Faculty Focus. 

Cohn, J. & Plotts, C. (2021, March 22). How to structure your online class for inclusion, Part 1. Faculty Focus. Higher Ed Teaching Strategies. Magna Publications. https://www.facultyfocus.com/articles/online-education/online-student-engagement/how-to-structure-your-online-class-for-inclusion-part-1/?st=FFWeekly%3bsc%3DFFWeekly210322%3butm_term%3DFFWeekly210322&utm_source=ActiveCampaign&utm_medium=email&utm_content=How+to+Structure+Your+Online+Class+for+Inclusion%2c+Part+1&utm_campaign=FF210322