STANDARD: inclusiveness-related aspects should be taken into consideration during the course delivery. A variety of tools and techniques should be used to strengthen interactivity, facilitate contact and discussions with the faculty and between the students. Attention should be paid to students at risk and efforts should be consented for an early identification of difficulties and provision of support to the students. Clear information should be communicated to students on what is expected from them during the course.
TECHNICAL & FINANCIAL
4.1. Whenever possible, technical support is available throughout the course and students know how to claim it.
4.2. If/when possible, replays are available after the course, for students to make up for interrupted/perturbated/missed sessions due to technical difficulties, or to overcome learning difficulties…).
COURSE STRUCTURE & INTERACTIVITY
4.3. At the beginning of the course, time is allocated to introduction of the participants and socialization, if group size allows it.
4.4. It is recommended to use a variety of pedagogical methods to avoid broadcast (or one-way) type of lecturing
- measures are implemented to promote students’ active involvement and to avoid depersonalized attendance to courses (aka “names with no faces” syndrome).
- mechanisms are in place to stimulate participation (student to faculty), as well as interaction among students (students to students).
This can be achieved through course organization (flipped classroom, slots for discussion….) pedagogical tools (simulation, chat for questions, forum or discussion boards, teamwork or breakout groups…) or pedagogical animation (use of cold calls, students’ presentations, writing on board and collaborative boards, use of polls and interactive tools….).
- Time is dedicated to Q&A and contact with the faculty
This can be achieved through synchronous/asynchronous contact for questions, chat…).
- Eventual chats are monitored to ensure that questions are answered and that feedback from students is taken into consideration.
4.5. If/when possible, schedules are adapted to offer shorter sessions (or provide extra breaks), to avoid digital fatigue and disengagement of students.
4.6. Monitoring mechanisms are in place to allow early identification of difficulties among students and avoid drop out (such follow up of absences/vanishing/ghost students, connection monitoring, if the software allows it).
4.7. Measures are taken to avoid isolation of students and/or ensuring diversity in the groups.
It can take the form of particular attention paid to group creation, making sure that all students are engaged or assigning students in specific groups rather than leave them to self-assort, so that certain groups of students aren’t left out.
4.8. Course etiquette and rules set during at course preparation stage are regularly reminded to students.
No information is available or no evidence had been encountered. It is not possible to define whether inclusiveness is taken into consideration at the course design stage.
Partial evidence has been encountered; it indicates that inclusiveness is taken into consideration at the course design stage, but further progress could be made.
Much concordant evidences indicate that inclusiveness is an important aspect and efforts are made take it into consideration at course design and preparation stage.
COMMENTS AND SUGGESTIONS
o Suggested improvements for Course delivery:
- Technical & financial.
- Course structure & interactivity.
o Main shortcomings that should be remedied.
o Best practice or remarkable achievement.
THE MEANING OF INTERACTION IN ONLINE CLASSES
RESOURCES FOR DIGITAL CLASSES
SYNCHRONOUS CLASS STRUCTURE
FINANCIAL SUPPORT FOR STUDENTS
QUALITY ASSURANCE FRAMEWORK STANDARDS & CRITERIA
IDEA PROJECT TEAM