Best Practices for Distance Learning_Instructor Tips NTLC

Be transparent and clear about your course expectations and assignments. Explain to students why they are being asked to do assignments and how they will benefit from what they are learning. Scan your students’ feedback and assignments for cues about how they are doing in your digital courses. Remember that social connection, feedback, language, and environmental cues about learning matter even more in your online class. With fewer opportunities to ask questions or read body language, students can feel isolated and discouraged. Perhaps incentivize students to ask questions (extra points) that encourage clarity and curiosity. Be very explicit about your feedback and give MORE than you would in a face-to-face classroom. Use video and/or audio-recorded feedback to provide personalized responses but be cognizant of the needs of hearing-impaired students. Get to know your students and make them feel respected and valued. Research indicates that students (particularly underrepresented students and those with already-challenging circumstances) perform better in classes where their identities are acknowledged, and they are treated as a whole person. To achieve this, teachers can send out a thoughtful introductory letter, a welcoming video or give students a reflection assignment allowing them to express concerns, feelings, and experiences (relevant to the class or not).

Create a course environment that includes and values all students. Be mindful that students from different identity groups (race, ethnicity, age, religious affiliation, gender, sexual orientation) may have different responses to a crisis. Address microaggressions in discussion boards and chats, modeling positive, inclusive responses, and integrate culturally relevant discipline content; contact the Intercultural Development Ambassador and NTLC for resources. 6