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As part of my research, I’ve stumbled across the work of Michelle Pacansky-Brock and what she calls “humanizing” online learning. She has created an infographic summarizing “How to Humanize Your Online Class“:
Pacansky-Brock’s work dovetails nicely with the work of Drs. Luke Wood, Frank Harris III, and Khalid White. In their book, Teaching Men of Color in the Community College (there’s also an online course with the same name), they stress teacher-student relationships that include positive messaging, authentic care, and intrusive interventions. They also point to the importance of high expectations and high support in the context of relevant content, critical reflection, collaboration, and performance monitoring. While that’s a lot to take in, I thought Michael Smedshammer’s approach in his Online Teaching Conference presentation, Five Ways to Leverage Your LMS to Improve Student Equity, put it succinctly: “Put relationships before pedagogy” and use “intrusive pedagogy.”
For me, this means it’s the teacher’s responsibility to reach out to our students. We cannot just offer to meet with students or put the invitation out there. We need to schedule times with our students and seek them out if they don’t show up. This is especially important for those students who need the most help and may be most embarrassed to asked for it.
In my own experience as an online and hybrid teacher building the relationships is the most difficult part, particularly because it’s one of the strengths I bring to my face-to-face classroom. Online and hybrid instructors typically see our students much less often than our in-the-classroom colleagues. We have to create human presence through the internet. When I started teaching online, I not only didn’t know how to be “present” remotely, I wasn’t very comfortable with trying. It felt completely alien and weird and the opposite of personal. I had to learn to get over myself. No matter how accomplished I was in the classroom, I had to adapt to the new environment. I had to get out of my comfort zone and do the things that my students needed. The resulting experiments have not been perfect, but I’ve learned a lot.
Here’s some concrete ways you can make your presence more real for your students online. You can use these to show who you are and to demonstrate your passion for your subject and for teaching. (Many of these ideas are gleaned from Pacansky-Brock and Smedshammer, as well as Fabiola Torres):
- Embed video of yourself in your syllabus
- Use icebreakers
- Offer online office hours using Zoom or Google Hangouts
- Use a texting service like Remind:
Email is old-fashioned. There’s no better way to reach your students than on their phones. I now require my online and hybrid students to sign up to receive texts from me. Even though I give them the option to talk to me about why they don’t want to get those texts, not one student has asked to get out of the requirement. Far from being intrusive, most students seem to appreciate my texts and see it as sign that I care about their success.
- Post weekly or more frequent videos in your course:
Encourage students and let them see your normal or even geeky self. Torres calls these “learning nudges.” You can use QuickTime or iMovie or any number of other applications.
- Respond to student work with a video — this is really easy inside Canvas. There should be a button to press under the box for assignment comments that allows you record and post a private video right inside the LMS.
I am currently on sabbatical till January, 2018. During my sabbatical my primary work-related responsibility is to complete a research project.
In my research project I’m trying to pull together three areas that I have worked in over the course of my career as a community college math teacher: math education, multicultural education, and online education. My initial research has found that, while there is literature in the overlap of pairs of these (math and multicultural, math and online, multicultural and online), there is little where the three areas intersect.
If further research confirms that little or no work has been done in these area, then this niche needs to be filled. The importance of better math education is well-documented. As our college student population increasingly diversifies, the need for the still majority-white teaching profession to understand how to better communicate with students of all backgrounds is more crucial than ever. And, though I don’t think technology is the answer to all educational problems, we would be foolish to think that online education is going away; on the contrary, the private-sector is pushing that way, legislatures have visions of the savings it can produce, and students are demanding the flexibility of learning on their own time and from where ever they happen to be.
I’d love to collaborate with others on what I think is a critical confluence of research and practice. If you’d like to work together, or if you know of work in the intersection of math education, multicultural education, and online education, I’d like to here from you. Please comment here or contact me at: firstname.lastname@example.org.