Three essential practices for ethical online teaching.

Written by Hannah Srour

Accessibility

In order to model and promote accessibility for all, online teachers need to ensure that before a course begins or before class, check over your lessons. Make sure that alt tags are included, screen readers are accessible and that all of your information is well-organized by clear headings. There are different guidelines to use, one specific is the WCAG 2.0. These guidelines can help teachers ensure that their work is accessible for all students. “Accessible means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability…” (Burgstahler, 2017).

Universal Design for Learning

“Universal design provides equal access to learning, not simply equal access to information” (Dell, Dell, & Blackwell, 2015, p.171). In order to meet all students needs in online classroom, there are many steps you can take. It is important to start by thinking about all students and your end goal. If you create a video, you also need to include a text to go along with the video. That if you have a picture, you include a caption that explains the picture. You will need to allow students the opportunity for planned breaks (this can be allowing students a grace period in an online course), give examples of work so that students know what instructors are looking for. Provide mentors for students to help promote their self regulation and engagement. Make sure to present information in two ways which will help with the students representation. 

Culturally Responsive Teaching

The last piece for online teachers would be understanding how to be culturally response in an online course. As Wlodkowski & Ginsberg talk about in their article, their are four motivational pieces. As teachers we need to establish inclusion, develop attitude, enhance meaning, and engender competence (1995). If these conditions are put in place in an online learning community, students will become intrinsically motivated. “Rather than trying to know what to do to students, we must work with students to interpret and deepen their existing knowledge and enthusiasm for learning. From this viewpoint, motivationally effective teaching is culturally responsive teaching” (Wlodkowski & Ginsberg, 1995). This should be the end goal for all teachers to teach and cultivate an intrinsic motivation.

Reference:

Dell, C. A., Dell, T. F., & Blackwell, T. L. (2015). Applying Universal Design for Learning in Online Courses: Pedagogical and Practical Considerations. Journal of Educators Online, 12(2), 166–192. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=EJ1068401&site=ehost-live&scope=site

Wlodkowski , R., & Ginsberg, M. (1995). A Framework for Culturally Responsive Teaching. Retrieved from http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx.