As I was conducting research into ways to promote equity, I came across an article by the education blogger, John Spencer, entitled: Empowering Students in Distance Learning Environments. As a teacher who has had the experience of transitioning a class from a face-to-face to a blended learning environment, I was curious to read another educator’s perspective on how to increase online engagement, especially in a modern context. In the article, Spencer highlights the challenges of maintaining engagement with students, including instances when students do not show up for optional or required class meetings. Spencer argues that this kind of lack of interaction between teachers and peers in an online learning environment is due to a lack of focus and commitment, much of which comes as a natural consequence of learning in a home environment as opposed to a classroom environment. In a classroom environment, focus,  attention, and engagement can be monitored and sustained. At the home, frequent distractions, irregular schedules, and technical issues notwithstanding (family members hogging the wifi) students feel as though their productivity is stifled. Spencer states simply, “every home is different” and therefore, as teachers, we must think about how to improve our practice by focussing on equity and empathy. Spencer then goes on to suggest the following tips for teachers to promote access and equity when taking learning online:

Provide Access to Technology – this includes signing out laptops and providing mobile hotspots.

Provide Tutorials for Technology – Not all students know how to use technology for purposes outside entertainment. Things like accessing YouTube links or uploading assignments to a digital portfolio are all skills that should be taught.

Keep in Touch with Families – This allows teachers and families to make plans for how to establish routines and solutions for taking learning online.

Be Flexible with Deadlines and Missed Work – Model empathy. Every family is different and finding solutions that work for each student is necessary.

Pay Attention to Power Dynamics – Digital spaces are not socially neutral. Paying attention to things like power and race in online environments is an aspect of an equitable learning environment.

Be Sure to Provide Linguistic Support – Consider adaptations for learners who are not native English speakers and may be continuing to learn the language. Providing access to language support promotes equity and increases engagement.

Embrace Universal Access & Universal Design Mindset: Teachers should consider what kinds of technology is available to engage students with disabilities, such as ensuring closed captioning is enabled for YouTube videos, lectures, and presentations. Consulting a librarian or tech specialist can provide teachers with tools and recommendations with how to assist teachers with setting up these kinds of supports.

Additionally, Spencer also provides tips for promoting student empowerment, including providing flexibility with online assignments, tapping into students’ interests, letting students chase their curiosity, and selecting moments to present less choice in favour of higher engagement in assignments.

I feel that these tips would go a long way toward promoting student engagement in digital learning environments. It is ultimately up to teachers on how to proceed with designing online learning experiences they feel their students would be engaged in however I feel that these recommendations provide a lot of good considerations on how to get started.

References:

Spencer, J. (2020, April 28). Empowering Students In Distance Learning Environments. John Spencer. Retrieved August 8, 2021 from https://spencerauthor.com/empower-distance-learning/