4.7 Considerations for equity and inclusion
In selecting learning activities, evaluate them in terms of accessibility and inclusivity (who the activities include and exclude) in order to ensure that all learners have fair and meaningful opportunities for learning. One of the major accessibility considerations in online learning environments is the digital divide Links to an external site., the discrepancy between those who have and don’t have access to communication and information technologies. Some of your students may not have dedicated access to a personal laptop and/or reliable internet. In addition, your students may not be physically located in the same time zone as you and may be struggling with work or caregiving responsibilities.
Refer to the graphic below by Daniel Stanford to better understand the bandwidth and immediacy requirements for various online tools. You may also find it helpful to read “Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All” Links to an external site. by Daniel Stanford.
Online learning environments may also pose accessibility barriers for students with disabilities. To help students overcome these barriers, consider online tools that integrate accessibility features such as the Canvas Accessibility Checker Links to an external site.. Students may also find it helpful if you offer opportunities for multiple engagement methods. For example, record your synchronous video sessions and make the recording available for those students who find it difficult to keep up with fast-paced discussions. Integrate a text chat in group discussions or have a TA caption synchronous meetings for students with hearing challenges. 5.6 Developing accessible content in Module 5 of the Online Teaching program has more information about how to make your course more accessible. To assist you with ensuring your course is accessible, the CTLT has developed Online Course Set-Up Recommendations that integrate both Web Accessibility Guidelines (WAG), Universal Design for Learning (UDL) and student well-being recommendation. Both a short [pdf] and long [pdf] version of these recommendations are available.
Further, consider the inclusivity of the learning activity content. When students don’t see the connections between learning activities and their lives, they can feel alienated and disengaged. When you select case studies or examples, select ones to which students with varying identities and life experiences can relate or let students come up with scenarios and examples of their own. When you develop online learning activities, make sure students understand how to have inclusive and respectful interactions.
For more information on this topic and related topics, see the following Online Teaching Program modules:
6.3 Creating a learning community
7.4 Creating an equitable and accessible environment
This section was adapted from “Equity, Diversity, and Inclusion in Online Teaching: Where to Begin?” created by the UBC Equity & Inclusion Office. It is licensed with a Creative Commons Attribution Share-Alike 4.0 license Links to an external site..