Text CITL Frequently Asked Questions About Student Learning Communities

Sometimes student interactions, especially when they are online, seem to go too far. How can I keep these conversations civil and productive?

As the instructor, it is up to you to guide student behaviors in the course. This includes setting boundaries for students so they know what is or is not permissible. A good rule of thumb is to provide very clear information about Netiquette in the syllabus and refer to these expectations regularly. For a complete description of Netiquette rules that help describe acceptable interactions during in-class and online discussions and group activities, please see Netiquette: Suggestions for Professional Communication Behaviors.

There is a lot of discussion about safe spaces for students and learning. How should we be thinking about this in terms of building a learning community?

A safe classroom space, be it in-person or online, is one where students come to trust you and each other, and where they feel comfortable engaging critically with course content, their peers, and you. Recently, safe spaces have been used to justify discouraging discourse on the grounds that controversial topics may enrage or trigger others. Creating a safe classroom space means establishing rules for constructive discourse and guiding students in strategies that allow them to present their views while considering the views of others in non-judgmental, but still critical and analytical, ways. Students should be exposed to challenging and sometimes uncomfortable content, but they should also be taught how to present their views and personal experiences in fact-based ways that encourage exploration of differences but remain mindful of the thoughts and feelings of others.

I am alarmed by recent reports of student mental health. What can I do to be supportive while maintaining a professional perspective?

Even before the pandemic, research indicates that student mental health has been on the decline for years, especially among students from minority populations. There are many things instructors can do to help students and support their mental health. In your syllabus and course policies, be clear about what the expectations are, but also build in flexibility for students who are facing tough times. As you are teaching, (and these things can also be built into your course site) create opportunities for students to engage in self-evaluation and self-care, such as keeping a journal, exploring mindfulness activities, getting grounded, or taking deep breathing breaks to help build and strengthen emotional regulation. Never underestimate the impact of simply asking students how they are, but if they present more than academic problems, refer them to the Campus Community of Care resources. And if a student is engaging in behavior that concerns you, submit a Community of Care referral. Based upon your report, staff in the Student Assistance Center will reach out to students and make sure they have the support they need to be healthy and safe.

Are there best practices for communicating with students in the hybrid classroom?

Course and classroom communication is key—no matter the modality. This is doubly true for hybrid courses that blend in-person and online components. As described in Module 2, the Weekly Schedule can help students know which parts of the course will be online or in-person, when things will be due, and any other expectations for their performance and participation. Clear communication also includes a well-designed syllabus, descriptions of assignments, and rubrics for assessments. Frequency of communications can also strengthen and support students. Try including daily or weekly announcements, calendar reminders, regular office hours, and staying on top of discussion forums. See more about using Canvas communication tools in Module 4.

How should I be thinking about assessments in the hybrid classroom?

Research papers and exams don't always allow students to show how much they've learned. Students have different talents, and these can be harnessed by offering other ways to show their mastery of course content. Rather than focusing on papers and exams, consider giving students a variety of choices in the types of deliverables they submit for an assessment, including alternative projects such as making podcasts and videos or web-based materials. Let them show you what they know and how they ascribe meaning to it. Consider learning more about the Unessay and other alternative approaches, to move beyond traditional assessments.

How can I be sure that I'm providing multiple ways for students to communicate in my course?

Students communicate in the classroom community by interpreting content, asking questions, and sharing their ideas. Faculty need to provide multiple opportunities for students to receive and process new information, engage in discussion activities that allow them to share, question, and refine their ideas, connect new ideas to what they already know, and develop new understandings. Some of the best ways to accomplish this is through in-class activities where students work with you and their peers. Other channels of online communication include discussion forums, asynchronous online tools and activities, journaling, blogging, and creative projects that encourage self expression as well as evidence of mastery.

Much has been said recently about the importance of developing empathy. Is this the same thing as equity and diversity?

Empathy, equity, and diversity share a common goal of recognizing and understanding people and ideas. All three are needed to foster learning and community in your course. This means creating a welcoming and meaningful course environment that maximizes everyone's ability to learn. Diversity in the classroom is fostered by encouraging different opinions, experiences, and perspectives and including literature and examples from different racial, ethnic, religious, socioeconomic, and life backgrounds. Equity refers to creating a classroom where all students have equal opportunities and resources to succeed, whether those be accessible materials, access to internet, extra time to complete course content, or tools and technology for online participation. Empathy for others can be encouraged in the classroom by having students work together, build relationships, and share their thoughts and ideas. Empathy, equity, and diversity are parts of a larger dynamic that helps students to grow and experience the wider world.

I'm a little confused about whether or not to use third-party tools. What do I need to consider?

Third party tools can be used to enhance learning activities and communications between students, and can improve engagement with course content, but the first thing to consider is whether a tool will really advance your learning objectives. Some are shiny objects that look cool, but can distract students from achieving the endgame. Other tools are very expensive and seem more concerned with profits than with teaching. Free tools can be great, but they derive revenue from advertising. It's best to look for tools that offer free Educator accounts. Tools with free vs. premium services, or free trial periods can often be used to help students get through a single project without paying for a license or subscription, but remember to pay attention to how student privacy is protected when you generate course assignments. Check with your department or Technology Services to find out more about using tools that other departments have an account for, or for getting a tool approved for campus.

I'm wondering about FERPA and the use of digital tools. How can I maintain student privacy while still having them use the tools for learning?

As the instructor you need to be aware of your legal responsibilities to the privacy of your students and their right to engage with course activities in ways that meet any academic accommodations they have. This is true for any third party tools or apps that you consider for your course. At the University of Illinois, each third party app or tool that integrates with Canvas must be vetted through the Vendor Risk Assessment process to check that it meets FERPA and Accessibility standards. Please be aware that this process takes some time, so please act accordingly. Assessing whether a tools or app is compliant can also be aided by contacting your College's educational technology professionals who can help guide you through the process. Technology Services also keeps a list of LTIs (Learning Tools Interoperability) that are available inside Canvas.

Have other questions?

Click on Help on the lower left side of the navigation panel in Canvas. Page down to find Ask Your Instructor a Question. Be sure to choose Teaching in the Multimodal Hybrid Classroom from the drop down course menu provided, and type your question or comment in the space provided. Someone will get back to you as soon as possible.