By Anita Samuel
Online learning has opened up so many doors. It lets students learn from anywhere, fit school into busy lives, and connect with people around the world. However, there’s something we don’t discuss enough: how the way we design our online courses might be leaving some students feeling left out, without us even realizing it.
These aren’t big, obvious problems. They’re smaller, subtle things—what we call microaggressions. It might be using only U.S. examples in course readings. Or, assuming students can easily access Zoom at any time, or requiring tech tools like Prezi or YouTube videos, without considering who might not have fast internet or much tech experience.
Let’s look at how this plays out:
Course
Content
If all the articles and examples come from one country or one perspective,
students from other backgrounds may feel like their own experiences don’t
matter. Even if the required materials are U.S.-based, we can still include
other voices and viewpoints.
Course
Format
Some courses let students work at their own pace. Others have group projects
that need a lot of coordination. Both styles can work, but not for everyone. A
working adult might prefer flexible deadlines. An international student might
struggle to meet with a group in a different time zone. If we don’t give
students options, some will feel invisible.
Technology
Use
Using new tech can be great
for engagement, but not if it becomes a barrier. Not all students have the same
access to fast internet or the latest tools. Asking everyone to make a video or
use social media might seem easy, but it can be overwhelming or impossible for
some students.
The thing is that most instructors don’t mean to leave anyone out. We’re often just not aware of the impact these choices have. But that doesn’t mean the effects aren’t real.
So what can we do?
· Offer choices. Let students choose how they complete their assignments—whether through video or written submissions, or in a group or solo setting.
· Include diverse voices. Add readings and examples from different cultures and backgrounds.
· Check in. Ask students what’s working and what isn’t—and really listen to their answers.
Designing inclusive courses doesn’t mean lowering standards. It means making sure everyone has a fair chance to succeed. When students feel seen and supported, they engage more. They learn more.
It’s not about being perfect. It’s about being thoughtful. And that small shift can make a big difference.