How students benefit from diversity on-campus and online
The demographic and cultural shift in Canada has placed equity and inclusion front and centre in the expectations and demands that many students have of their educational institutions. Universities and colleges are striving to ascertain the importance of diversity and inclusion and are increasingly promoting these values among their students and faculty count. Knowing what diversity means, is the first crucial step towards promoting diversity on-campus and online.
Diversity refers, most simply, to the differences between people. Commonly, we talk about diversity through a cultural or gendered lens. The term also encompasses sexuality, socio-economic status, ways of knowing, family status, ability, religion, academic history, and other aspects of a person’s background, experiences, and identity.
In the context of higher education, diversity can be thought of as admissions equity or assessment accommodations. But diversity in post-secondary education is rooted in all aspects of the student experience – from their instructors to the authors in their course syllabi, to class delivery options, to their fellow students.
How diversity benefit students
It’s nearly undisputed that diverse perspectives, experiences, cultures, backgrounds, and identities bring an improved learning experience. Not only do students better enjoy and succeed academically in an inclusive and diverse classroom, but also leads to a host of other positive outcomes. Such environments benefit students’ professional careers, improve their interpersonal skills, boost their critical thinking, and increase their interest and participation in civic and community engagement.
By fostering a space that prioritizes inclusion and acknowledges and respects diversity, instructors will provide a more engaging and enjoyable learning experience. They will help their students prepare for more successful and enriching careers in the years ahead. And they will help shape better civilians and communities.
Diversity and inclusion in online classroom
Teaching in an online context presents an opportunity for instructors to re-evaluate how inclusive their course truly is. The potential for greater inclusivity in course design and delivery is high. It’s important that instructors check with their institution to see if captions, transcripts and sign language – as examples – are possible to incorporate into synchronous and asynchronous lectures.
Creating an inclusive classroom online is not much different from the physical classroom. Being mindful of the images used, acknowledging the perspectives that are included and missing, and responding to the varied needs, abilities, and experiences of the class cohort will help instructors build an effective learning environment.
These five best practices can help instructors build the foundations of a truly inclusive class environment:
- Design courses to appeal to a range of learning needs by including diverse perspectives, topics, and sources in the curriculum. Everyone has blind spots, so working with a colleague who has a different background and set of experiences can help.
- Establish the classroom – both lectures and discussion spaces – as inclusive and respectful. Communicate early and often with students to clarify what constitutes respectful and disrespectful behaviours. And be sure to create barrier-free ways for students to say if they have been hurt or feel uncomfortable in the class.
- Connect students with external communities. Promote student associations and bring in a diverse set of guest speakers from communities and businesses.
- Support students from a holistic perspective – don’t centre on academics alone. Rather, acknowledge and accommodate emotional, financial and cultural needs, too.
- Use the zero-indifference approach when a student makes an insensitive comment. Rather than resorting to punishment, the approach turns the situation into an opportunity to educate the student on why their comment was inappropriate. However, the experiences of those who are targeted by the comment must be prioritized.
How Learning Management Systems promote diversity
The trend towards online and hybrid learning has been long in the making. Certainly, the pandemic created an unnatural and swift transition, but the likelihood of students looking for the same benefits of online learning post-COVID-19 is high. That demand is in large part because of the enhanced tools and delivery methods that are available to accommodate students’ various learning needs and preferences.
The Canadian Digital Learning Research Association (CDLRA/ACRFL) found in their 2018 National Survey of Online and Digital Learning that, “Increasing student access and flexibility, attracting students beyond traditional service areas and increasing student options for credential completion were identified as key benefits of online and digital learning.”
The 2020 CDLRA/ACRFL report Digital Learning in Canadian Higher Education in 2020: Ontario Report, reflects the opinion of many educators and administrators that “expanding online and hybrid courses or alternative credential offerings provides different learning opportunities that will better meet different learner needs.”
Learning management systems (LMS) offer increased flexibility and more inclusive options for students. The platforms work across devices, can be accessed at any time, and offer various accessibility modes. LMS also provide more opportunities for students to interact in various ways with fellow students, the instructor and the content. Multimedia, interactive reading tools (like highlighting or annotations), and various messaging options create an environment where more students can find the tools and delivery methods that help them thrive.
Not all students, however, have access to sufficient broadband to support online learning. Therefore, hybrid models, as the 2020 CDLRA/ACRFL report suggests, will likely be in great demand after COVID-19 related restrictions ease. And in-person courses will return in some capacity.
Thus, technology is one great tool to use to improve student learning experiences. But instructors’ course plans and class management techniques are what will ensure their course’s design, content, delivery, and environment – whether online, in-person, or both – are inclusive and diverse.