HomePublicationsInclusive Pedagogy in PracticePart 2 Chapter 6: Diversity, Equity, and Inclusion in Online Classrooms Book MenuInclusive Pedagogy in Practice SectionsPart 1Part 2ChaptersIntroductionChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6ConclusionContributors Open access PDFdoi.org/10.36284/celelon.oa9ISBN: 978-1-951414-17-7Coming SoonMetrics: 50 viewsISBN: 978-1-951414-16-0 Rodrick Shao and Amelia KofordIn this chapter, the authors discuss the intersection of inclusive teaching and online teaching. They share their story of being colleagues together at Texas Lutheran University, where Shao spent many years teaching often-resistant faculty about tools and strategies for online classrooms. This chapter will be of interest to anyone who has wondered about how to infuse online spaces with the vitality and warmth that characterize excellent face-to-face classrooms. The authors review the literature on the effectiveness of online learning for marginalized students, and draw on the Community of Inquiry framework, which frames the educational experience as an interaction between Teaching Presence, Social Presence, and Cognitive Presence, to organize narratives and ideas from their professional experiences. Chapter DOI: https://doi.org/10.36284/celelon.oa9.6 Discussion Questions During your career in higher education, what conversations have you seen about online teaching and learning? If you have been an online teacher or learner, share an example of an excellent learning experience and what made it that way. Now share an example of a disappointing online learning experience and what made it that way. What can you learn from these examples? In your teaching and facilitation (either online or face-to-face), what strategies do you use to make sure learners are engaging not just with the course material, but with each other and with you? Can you identify an additional strategy from this chapter and commit yourself to trying it? Share:
