Learners from differing cultures and communities may have diverse communication norms. In addition, learners may be new to online learning and/or unfamiliar with online discussion behavior expectations so demonstrating equitable and inclusive discussion behaviors provides an exemplar for what you want learners to utilize in online discussions.
Tips and Suggestions
Whenever communicating with, responding to a learner, or referencing them in your post, it’s beneficial to utilize their preferred name. This is a way to recognize the learner and encourages all learners to do the same when participating in a discussion board.
Ensuring you are familiar with learners' correct pronouns and utilizing these in discussion posts and conversations demonstrates this expectation for the class a whole. Also identify your pronouns when introducing yourself at the start of the course.
Utilizing inclusive language and content that supports all learners is necessary for creating a safe and supportive discussion space. Be aware of modeling practices that make assumptions. For example, consider the examples that you share in the course (refer to course breaks at the end of the year as semester or winter break rather than referring to a holiday.)
Recognize and acknowledge when you have made a mistake (e.g. an unintentional microaggression or incorrect pronoun usage) and learn from the mistake. This creates an opportunity for learners to see you as a real person and models expectations for inclusive participation by everyone.
Resources
Facilitating asynchronous online discussions – Online Teaching at the University of Michigan
Establishing and communicating ground rules, guidelines, and expectations for online discussions that are respectful and inclusive of all participants is necessary for successful discussion board integration. These can be created by the instructor or with input from learners.
Tips and Suggestions
In a synchronous discussion you might require learners to raise their hand to speak. This creates space for all learners to participate by minimizing the dominance of a few learners and supporting all learners in engaging regardless of cultural or personal reticence.
Consider including multiple ways to participate in a discussion such as utilizing chat or breaking into small groups. This approach takes diverse learner cultures and abilities into account.
It may be necessary to explicitly identify that no personal attacks will be permitted in any discussions. Then consider including examples or educating learners on microaggressions.
Using “yes, and…” language rather than, “but…” can be one way to support all view points and help avoid negative or confrontational discussions. Share examples of what a successful contentious discussion may look like.
Consider allowing learners the ability to edit their responses. This will help support an inclusive and equitable learning-filled discussion and provides visual representations of potential growth and learning.
Resources
Self-Evaluation Checklist for Inclusive Discussions - University of North Texas
Facilitating Asynchronous Online Discussions – Online Teaching at the University of Michigan
Asynchronous online discussions allow for all voices to be heard rather than being dominated by select voices as is often common during in-person discussions. Often marginalized voices are the ones that are overshadowed, so online discussions have the potential to better support participation by all learners, through the sharing of ideas and experiences.
Tips and Suggestions
Creating discussions as a required activity will encourage participation and the inclusion of diverse voices.
In synchronous online discussions, utilizing the “grid” or “galley view” rather than a spotlight view can support participation by all learners and the sharing of all voices.
Utilize prompts and inclusive open-ended questions designed to support diverse experiences and ideas rather than a singular correct response.
Reiterate that online discussion boards are informal engaging spaces, much like a discussion in the classroom. This idea may better support participation by all learners if they feel as though their posts don't need to be completed perfectly. Alignment of discussions with conversations will better support learners who may otherwise feel that they need to spend significant time preparing their posts formally as is often seen with international learners. The intention of the discussion is to share authentic voices.
Provide options for different learner roles in class discussions. For example, if a learner is not comfortable engaging in a conversation early and putting forth new ideas, they can instead summarize the main points of the discussion or ask a question.
Allow learners to engage in a discussion through various modalities (written, audio, video, creating a visual, etc.)
Resources
Facilitating Asynchronous Online Discussions – Online Teaching at the University of Michigan
Monitoring discussion helps to ensure inclusive, welcoming, and safe learning spaces. Continually observing discussions ensures they support participation by all learners and that any inappropriate and/or discriminatory behavior and exclusionary or offensive language in a discussion is identified and corrected.
Tips and Suggestions
Ensure there are established discussion board guidelines such as inclusive practices, and expect learners to adhere to these.
In an asynchronous online discussion there is potential for inappropriate posts that do not support diverse learners in feeling supported and safe to participate authentically. You need to ensure that you are regularly reading discussion boards to recognize any such posts. Consider informing learners that you may correct or delete any exclusionary posts. In addition, the post may lead to a situation that requires you to intervene on the discussion board by discussing the situation and/or directly contacting a learner regarding their discussion participation.
There can also be inappropriate comments made in synchronous online discussions. Utilize strategies to respond to bias such as interrupting, pivoting, advocating, addressing the issue in the moment, or addressing the issue individually with the students involved.
Resources
Facilitating Asynchronous Online Discussions – Online Teaching at the Universiyt of Michigan