Start Date
16-10-2020 1:00 PM
End Date
16-10-2020 1:50 PM
Document Type
Presentation
Abstract
In a traditional classroom, diversity can be considered an asset if the instructor recognizes the value in the varied backgrounds of students, and leverage this through intentional pedagogies that improve success for all. Can traditional pedagogies be transferred to the online classroom? Creating a community in the online classroom can be challenging, especially with online courses moving to accelerated 5-8 week formats and eliminating synchronous activities. Often it is a struggle to facilitate a face-to-face classroom with an open culture that fosters exchange of ideas and different perspectives. In a face-to-face classroom faculty can directly ask questions and attempt to engage all students. This can be more challenging in an online classroom where students may not be willing to share their backgrounds or engage in conversations. It can be argued that inclusivity can happen in the online classroom, as well as, through intentional and varied assignments and engagement. This presentation will discuss inclusive strategies for the online classroom and provide the opportunity for the group to share experiences and strategies that have been successful in the online classroom.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Identifying Diversity and Committing to Inclusivity in the Online Classroom
In a traditional classroom, diversity can be considered an asset if the instructor recognizes the value in the varied backgrounds of students, and leverage this through intentional pedagogies that improve success for all. Can traditional pedagogies be transferred to the online classroom? Creating a community in the online classroom can be challenging, especially with online courses moving to accelerated 5-8 week formats and eliminating synchronous activities. Often it is a struggle to facilitate a face-to-face classroom with an open culture that fosters exchange of ideas and different perspectives. In a face-to-face classroom faculty can directly ask questions and attempt to engage all students. This can be more challenging in an online classroom where students may not be willing to share their backgrounds or engage in conversations. It can be argued that inclusivity can happen in the online classroom, as well as, through intentional and varied assignments and engagement. This presentation will discuss inclusive strategies for the online classroom and provide the opportunity for the group to share experiences and strategies that have been successful in the online classroom.
Speaker Information
Holly Farley, EdD, RN
Assistant Professor, Chair of the Gail and Richard Lumpkin School of Nursing, Eastern Illinois University, SelectedWorks
Jacy Ghast, DNP, RN
Assistant Professor/Clinical Coordinator/Advisor, Gail and Richard Lumpkin School of Nursing, Eastern Illinois University, SelectedWorks