Woodley, X., Hernandez, C., Parra, J., & Negash, B. (2017). Celebrating difference: Best Practices in culturally responsive teaching online. TechTrends: Linking Research & Practice to Improve Learning, 61 (5), 470–478. Both learners and teachers bring cultural capital to online learning environments. By practicing culturally responsive teaching strategies, the teaching and learning process can acknowledge, celebrate, and build on that cultural capital. An online learning environment should support all learners. This article shares best practices and learning strategies to create culturally and linguistically responsive online courses that support the diverse students we work with.
Gunawardena, C. (2015). Culture and online learning: Global perspectives . Presented at E-Learn: World Conference on E-Learning 2015 [Video]. This video runs 54 minutes but is an excellent perspective on diverse cultural behaviors and beliefs for online learners.
Bensimon, E. M., Dowd, A. C., & Witham, K. (2016, February 22). Five principles for enacting equity by design. Association of American Colleges & Universities. The authors propose education reform efforts need to be infused with an awareness of the circumstance’s diverse populations in the U. S. have been historically excluded from educational opportunities. Part of this awareness includes how populations have been marginalized within institutions. This article discusses a way to approach educational reform, including five principles that support equity by design. These principles apply to both online and face-to-face instruction.
Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 1 , 20. The authors propose the universal design for learning model (UDL) as a framework supporting the teaching-learning transaction. The framework is learner-centered and emphasizes accessibility, collaboration, and community. The authors feel the UDL can more effectively meet learners’ needs. According to Rogers-Shaw et al., the UDL model supports educational practice in directly addressing issues of justice and inclusion.