Online Learning Community

As with in-person learning communities, the online learning community consists of a variety of interactions between students, instructors, and content. Building and maintaining this community is a significant component in the learning experience.

Building community in your class

Inclusive practices

  • A cornerstone for any learning community is the integration of inclusive practices. Now more than ever educational experiences need to reflect a diverse learner population through non-stereotypical representations.
    • Example: In presenting information or a case study about a topical reaction to poison ivy, share multiple images that display various skin tones.
    • Normalize non-white, non-heterosexual, disabled people in case examples across all topics. Example: a trans person with hypertension or a diasabled person with a poison ivy rash.
  • As a potential opening activity, have students reflect on their learning experiences and how that impacts their perceptions about learning.
    • This is a metacognitive exercise that provides a space for each student to share their voice as an individual.
    • This can also be a positive way to facilitate a discussion around diverse populations and their experiences in learning.
  • Include learning experiences in which students can reflect upon and apply bias awareness to the course content.
    • Example: Have students complete one of the validated bias tests such as Project Implicit and write one or more reflective essays exploring the ways in which the results can/have influenced their learning experience. This can also be applied to those students who are in the clinical setting.
  • Consider the language used in the syllabus, assignments, and announcements and strive to be inclusive in your choice of words. Sometimes the smallest change can lead to the biggest difference for students, like giving students the opportunity to share their pronouns when they introduce themselves.
  • Remember to be sensitive to the range of life situations that students experience and how this may impact their context for learning.
    • Example: The live background of a student’s Zoom presence may reveal disparities in privilege. Consider having students select a background of their choosing as part of their introduction.
  • More detailed inclusion information and resources from the IDEA team can be found here.

Netiquette

  • Online interactions and exchanges are a regular part of life. Designing learning experiences in which students can practice doing this respectfully within a professional environment is important.
  • Review this guidance document, adapted from several SON faculty members' approach to netiquette.

Opening and closing an online session

Open the session early and close it after the scheduled time for the class meeting.

  • Student can connect about topics in the course, ask for peer feedback, or engage in group work.
  • This can also help develop community as students may discuss other ideas or concepts outside of the course material.
  • This practice is also more reflective of the face-to-face environment.

Online office hours

  • Consider having regular online office hours via Zoom. This can help build and maintain a connection with students.
  • These can be designed as one-on-one or group moments.
  • Online office hours provides the opportunity for students to seek further content understanding, or to share concerns, hopes, and fears about current or future situations.

Non-mandatory synchronous sessions

  • Consider offering non-mandatory synchronous sessions to review content or provide additional test preparation.

Consider creating organized times for sharing and connecting around experiences and ideas that are not necessarily related to course content.

  • A space to share reactions to events, to decompress, and to hear each other’s voice is just as important in online instruction as it is in face-to-face spaces.

During synchronous meetings, open with an activity or question that encourages discussion and helps students learn about each other.

  • Example: Share the opening question on Canvas prior to the session so students can consider their response. One faculty member opened sequential weeks with these questions – What is the best movie of the last decade? What city would you want to visit and why? If you were a color in the crayon box, what would you be and why? Forced to eat one food the rest of your life, you would choose…
  • This small addition to the class can be done within the first five minutes of a session and help foster communication between students.

Consider including themes or highlights throughout the course.

  • The goal is to enhance the authenticity and relatability of the content to the larger professional and cultural context.
  • Example: One month could highlight nurses serving in the military while another month could highlight first-generation nurses. Including these themes into the course content can add a layer for additional discussion and/or research.
  • These can be done weekly or monthly depending on the content and time.

Discussions within Canvas

  • Utilize the Discussions tool within Canvas for written interactions.
  • Visit the School of Nursing teaching practices page to explore the faculty-made resources for developing engaging discussions.

Flipgrid

  • Flipgrid is a video-based discussion tool that allows participants to respond to prompts and/or each other.
  • Each UVA faculty and student can use their email for login and access.
  • Head to the School of Nursing teaching technologies page to learn more and hear from several faculty about their experiences.