Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

Florence Martin; Beth Oyarzun; Ayesha Sadaf

doi:10.24059/olj.v27i4.4019

Authors

Florence Martin North Carolina State University
Beth Oyarzun
Ayesha Sadaf

DOI:

https://doi.org/10.24059/olj.v27i4.4019

Abstract

Online learners are increasingly diverse (NCES, 2022), which underlines the need for instructors to be inclusive and equitable in online teaching. Inclusion refers to providing opportunities for all learners in the online course, so they can actively participate and feel welcomed and belong in the course, and equity ensures that all learners have fair treatment and access to the opportunities and resources needed to succeed. In this survey-based research, we developed an Inclusive and Equitable Online Teaching Strategies (IEOTS) instrument with 45 strategies and examined instructor perceptions of the helpfulness of these strategies. These strategies focused on instructor self-awareness and commitment, getting to know the learners, course design, course facilitation, and evaluation. Based on the 478 online instructor survey responses, descriptive statistics showed that the instructors rated the strategies between somewhat helpful and helpful. In the open-ended question, student choice was described as an important aspect of the online course being inclusive and equitable. Analysis conducted based on the learner (student level), instructor (gender, ethnicity, teaching experience and teaching expertise), course (delivery modality), and organizational differences (required training, collaboration with instructional designer) found that instructor perceptions of helpfulness was higher for the course design subscale for instructors who taught online asynchronously rather than synchronously; higher for the know your learner subscale for instructors who taught graduate students rather than those who taught undergraduate students, and between those who attended training for online teaching compared to those who had not. In addition to supporting diverse online students, this study has implications for online instructors, instructional designers, and administrators who provide support to integrate these strategies effectively.

Author Biography

Florence Martin, North Carolina State University

Florence Martin is a Professor in Learning, Design and Technology at North Carolina State University. She previously directed and taught in graduate programs at the University of North Carolina at Charlotte’s Cato College of Education and at University of North Carolina at Wilmington’s Watson College of Education. She received her Doctorate and Master's degrees in Educational Technology from Arizona State University. She teaches 100% online and engages in teaching and research to create transformative learning experiences through effective design and integration of digital learning solutions in higher education and K-12 settings. She is researching and supporting K-12 teachers and learners on computer science and cybersecurity education through NSF funded projects. She has published over 100 articles and has received awards for research and practice of online teaching and learning. She also serves on the advisory council for North Carolina Virtual Public Schools and as Associate Editor for the Online Learning Journal and Education Research Review. She has previously served as the President of the Multimedia Production Division and the president of the Division of Distance Learning for the Association for Educational Communications and Technology and as a director for International Board of Standards for Training, Performance and Instruction. More details can be found at http://www.florencemartin.net

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