Humanizing Online Teaching to Equitize Higher Education

Authors

  • Michelle Pacansky-Brock Foothill College
  • Michael Smedshammer Modesto Junior College
  • Kim Vincent-Layton California State University, Humboldt

Keywords:

online teaching, interaction, equity, diverse students, inclusive teaching, minoritized students

Abstract

Online courses are increasing access to college for students who have been traditionally left out of higher education. However, minoritized students are less likely to succeed online when compared to their White and Asian peers. As the student population becomes more diverse, colleges and universities have an opportunity to improve this problem by preparing faculty to design and facilitate inclusive online learning experiences that more effectively support the needs of all learners. This paper presents a model for humanized online teaching using a theoretical framework influenced by Culturally Responsive Teaching (CRT), social presence, validation theory, and Universal Design for Learning (UDL). Humanized online teaching ensures the non-cognitive components of learning are addressed through instructor-student relationships and community, allowing connection and empathy to drive engagement and rigor. Six humanizing strategies with real teaching examples are discussed, in addition to goals for meaningful professional development to support the adoption of humanized online teaching.

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Published

2020-06-18

How to Cite

Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing Online Teaching to Equitize Higher Education. Current Issues in Education, 21(2 (Sp Iss). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905

Issue

Section

Shaping the Futures of Learning in the Digital Age

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