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How Do You Adjust/Modify Activities for the Online Learning Environment?

As mentioned in the course design resources for online teaching, the Community of Inquiry (COI) framework (depicted below), is of equal importance in facilitating your course.��

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The ideas you have created during the design process will now be implemented through your facilitation of the course. Here are some tips to establish each of these presences as you prepare to facilitate and create a�� inclusive learning experience:

Evidence reveals that when learners feel cared about as a person, they are likely to be more engaged and experience a higher level of well-being (Artze-Vega et al., 2023). Researchers (Gay, 2010; Ladson-Billings, 1995; bell hooks, 2003) of culturally relevant pedagogy agree establishing meaningful relationships is an inclusive practice and these relationships are characterized by care, respect, commitment, and trust. Trust is established when learners feel a strong belief from instructors that they will succeed and that they are committed to their success.

Examples Include:

• Co-create learning community guidelines
  • Online discussion forum-begin with a few class ground rules such as respect for one another and multiple perspectives, then invite them to add to the list. At the end of the week, create a new list and share with them in an announcement or course page within the module.
• Be available via multiple formats for office hours
  • Zoom, Teams, Email, Phone, In-person
• Build various communication pathways
  • Use announcements to recap ideas, clarify concepts, and remind learners on upcoming assignments
• Establish parameters and guidelines for peer reviews/group work/discussions
• Gather and encourage feedback

A sense of belonging is one of our most basic human needs. Belonging requires a climate of safety, respect, and an environment in which learners can be their authentic selves. Think about a time when you or someone you know experienced a lack of belonging, how did this experience impact you and how did you overcome it? A sense of belonging is established when learners feel like they matter, in other words, they want to be recognized and valued as individuals (Artze-Vega, et al., 2023).��

• Represent content through diverse voices
• Critically reflect and discuss on who is missing, why, and how to encourage change
• Be clear about your pedagogical purpose and decision-making with learners (if using small group work)
• Humanize your course by sharing your story and relevant experiences��

Be Transparent! Transparency requires instructors to be explicit with information regarding assessments. According to Artze-Vega et al. (2023), there are three key factors to being transparent:��
(1) let learners know the “why”, or purpose of the assessment;��
(2) let learners know the “how to” by providing important instructions to effectively complete the assessment; and��
(3) provide a criterion for success, such as a rubric. Research indicates that transparency leads to learner success in terms of academic confidence, sense of belonging, and mastery of skills Artze-Vega et al., 2023).

• Create equity-minded assessments and grading criteria
• Offer learners choices to demonstrate their learning
• Allow multiple attempts in online tests and make results available immediately
• Provide multiple means for sharing instructions (i.e., videos, written text, etc.)
• Utilize technology available within the learning management system (LMS) such as the speedgrader and rubric tools.

Relevance requires that you become familiar with experiences and backgrounds of your learners. Provide learners with opportunities where they can identify and relate their goals, interests, and experiences in their learning. Rigor involves academic challenge that supports student learning and does not automatically equate to the level of difficulty. Both relevance and rigor has an impact on learner motivation (Artze-Vega et al., 2023).��

• Let learners know how course learning goals will help them in future courses and careers
• Engage learners in discussion forums the ask reflective questions and/or critical questions such as how the material disrupts or reinforces topics of concern related to current events.

Reflection allows learners an opportunity for growth and making meaning of their learning. The same holds true for instructors in terms of growth as an educator and improving their instructional practices. During the reflection process, start with what went well, and what could be improved. Inquire by gathering feedback from your learners during the semester, not just a t the end. Reset your mind on how you read negative feedback. In other words, examine the feedback you have received systematically and holistically (Artze-Vega et al., 2023). Ask what can you change, what can you not change and why?��

• Compare learner perspectives to your own
• Consider how you address inequities within the course
• Conduct mid-semester feedback and check-ins with learners throughout the semester

Additional Ideas for Promoting Online Engagement:

Provide learner roles & responsibilities (emphasize flexibility and equity)

• Allow an ‘ooops’ assignment

• Allow flexibility in attendance and participation

• Allow choice in ways to demonstrate learning��

• ���Գ��dzܰ���������reflection/metacognition activities��

• Group expectations and instructions

• Peer review expectations and instructions

For additional examples, please visit our Online Considerations and Examples page.

References:

• Artze-Vega, I., Darby, F., Dewsbury, B., & Imad, M. (2023).��, W.W. Norton & Company, Inc.

• bell hooks (2003).��Teaching community: A pedagogy of hope. Routledge.

• Brookfield, S. (1995).��Becoming a critically reflective teacher. Jossey-Bass.

• Garrison, R. D., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions.��The Internet and Higher Education, 10��(3),157-172.��https://doi:10.1016/j.iheduc.2007.04.001��

• Gay, G. (2010).��Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

• Ginsberg, M. B. & Wlodkowski, R. J. (2009).��Diversity and motivation: Culturally responsive teaching in college. Jossey-Bass.

• Intolubbe-Chmil, L., Gupta. K, Crouch, K. & Bacon, J. (2025). Transformative practice for DEIBJA in virtual learning settings. In��A. Kim, M. Gallardo & S. Taylor (Eds.),��Cultivating DEI conversations in higher education: An educator's guide to optimizing learning, engagement, and belonging.��Routledge.

• Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy.��American Educational Research Journal, 32 (3), 465-91.

• McKenna, K., Kaiser, L.M.R.,��Murray-Johnson, K., & Gupta, K. (2025). Inclusive online teaching: A toolkit.��eLearn Magazine,��2025(1).��

• Weimer, M. (2013).��Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass.

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