8 Continuous Improvement Through Self-Reflection

Inclusive Online Learning Reflection

Now that you have learned how to create inclusive online learning environments, let’s reflect on what you consider an inclusive classroom. The Sheridan Center for Teaching and Learning at Brown University (2017) defines inclusive teaching as “an explicit intellectual and affective inclusion of all students into our fields and disciplines, through course content, assessment, and/or pedagogy.” In other words, it means designing and teaching courses to ensure equitable access and participation for all students, regardless of their background, learning style, ability, or other personal characteristics. This does not mean removing academic standards or course expectations, but rather ensuring that all students have a fair opportunity to engage with the material and demonstrate their learning. By fostering inclusive classrooms, faculty create a sense of belonging, respect, and value for each student’s unique perspective and experiences. Not only do inclusive classrooms improve equity and access, they also allow diverse perspectives that enrich the learning experience for all students. For intercultural classrooms, they also prepare students for an increasingly globalized world and empower and motivate students from all backgrounds to engage in the course.

To start this chapter, here are a few additional questions about inclusive classrooms to begin your self-reflection.

1. How does your personal definition of an inclusive classroom align with the Sheridan Center’s definition, how does it differ?
2. Reflecting on your current online course, which aspects already promote inclusivity, and which areas could benefit from improvement?
3. What are some specific strategies you can implement in your next online course to ensure equal access and participation for all students?
4. How do you currently gather feedback from students on the inclusivity of your course, and how could you integrate more student input?
5. How do cultural backgrounds influence both students’ learning and your own teaching style?
6. Does your course design and teaching methods consider the unique needs of students from diverse cultural contexts?
7. Are there elements in your course content or delivery that might unintentionally reflect cultural bias?
8. Do you invite diverse perspectives into classroom discussions, and how can you encourage more cross-cultural interaction?

The Importance of Reflection in Culturally Responsive Teaching

As highlighted throughout this book, in culturally responsive teaching, self-reflection is an important practice. The continuous process of self-reflection allows faculty to better understand the cultural influences that shape their teaching, identify biases, and ultimately improve the learning experience for all learners. The importance of self-reflection when teaching across cultures has been shared in many chapters throughout this book, let’s reflect:

Creating Accessible and Engaging Content (Chapter 3):

Consider the following:

• • How are your course materials designed to ensure they are both accessible and culturally inclusive?
  • Could your materials unintentionally reflect a single cultural perspective while excluding others?
  • Do your course activities and assessments engage and relate to a diverse range of cultures?

Building Community in Online Learning (Chapter 4):

Consider the following:

• • How can you facilitate peer interaction and create opportunities for cross-cultural engagement?
  • Do your communication methods support all students in feeling included in online discussions?
  • How can you encourage students from diverse cultural backgrounds to share their perspectives to enhance your online classroom?

Intercultural Competence in Online Learning (Chapter 5):

Consider the following:

• • How could your own cultural biases influence interactions with students?
  • Do you make assumptions about your students’ learning styles based on cultural stereotypes?
  • What strategies can you implement to better understand and address the cultural backgrounds and needs of your students?

Supporting Online Learners from Diverse Backgrounds (Chapter 7):

Consider the following:

• • How can you support students who come from different time zones, have limited access to technology, or face language barriers?
  • How could you find better ways to assist learners, such as offering flexible deadlines or providing additional resources for those who need it?
  • What steps can you take to ensure that all students, regardless of their background, have equitable access to learning opportunities in your course?

By reflecting on the chapters throughout this book, I hope you recognize that culturally responsive teaching requires ongoing reflection, it is not a one time process. Through continuous self-reflection, you can ensure that your teaching evolves to meet the diverse needs of all your learners, creating a more engaging and inclusive online learning environment.

So What’s next? 

This book has emphasized the importance of continuous learning, reflection, and improvement needed to become a more culturally responsive instructor. So what’s next? Below are a few strategies for you to consider as you take what you learned from this book and apply it to your teaching practices.

1. Revise Your Course Content: You can start by reviewing your course materials and asking yourself if the content reflects a diverse range of cultural perspectives. For example, do your activities and assessments include global perspectives or are they mostly focused on Western ideas? You can also assess your content for accessibility. Confirm that your content can be easily understood by learners from different cultural backgrounds or accessibility needs. Utilize the checklist shared in chapter three to aid you.
2. Promote Cross-Cultural Collaboration: Reflect on how you encourage collaboration among students in your online classes. Are you intentionally creating opportunities for students from different backgrounds to interact and learn from one another? Cross-cultural collaboration helps to build community and enhance the learning experience, but it does requires thoughtful facilitation.
3. Develop Your Intercultural Competence: Building intercultural competence requires continual growth. Engage in professional development, to continue learning more about online learning and cultural diversity. By continuing to expand your knowledge, you can improve your ability to teach a diverse student body. Additionally, collaborate with your peers to share best practices or challenges in creating culturally inclusive online classrooms can help you grow as an educator.
4. Enhance Communication and Feedback: Reflection in culturally responsive teaching means recognizing the diverse ways students communicate and engage in online environments. Revisit how you provide feedback to students. Ensure you are offering constructive, culturally sensitive feedback. Feedback plays a vital role, particularly for international students, in building confidence and guiding them toward success. Additionally, consider your communication style and ensure you are using clear language and avoid jargon.
5. Collect and Act on Student Feedback: Reflection is not only about you personally assessing your own teaching practices, but it should included solicited feedback. Gather feedback from your learners, listen to their feedback, and act upon their feedback. 

In culturally responsive teaching, there is no final destination, it is just an ongoing adventure of teaching across borders. Throughout this book, the importance of ongoing reflection has been highlighted, but it is equally as important to continue learning. Continue conducting research and engaging in professional development related to teaching multicultural and online classes. By following these next steps and committing to continual learning, you are not just enhancing own teaching, you are actively contributing to a more inclusive, engaging, and culturally diverse learning environment.

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