Imagine a student logging into your online class for the very first time. It’s their first college course. English isn’t their first language. They’re sharing a device with siblings. They rely on captions because of hearing loss. They don’t know where to begin, and they’re afraid to ask questions. Will they find your classroom welcoming or isolating?

I know from both teaching and learning that online courses can feel lonely. I earned my master’s degree entirely online, and I still take online courses in other subjects. That experience taught me how much connection, communication, and inclusion matter.

For me, creating an inclusive online learning environment means intentionally designing courses for every student, regardless of background, ability, or circumstance. They should be able to have easy access and be able to participate and contribute to the community equitably. It is more than providing access to technology, it includes cultivating a culture of belonging, embedding accessibility, empathy into every aspect of the online classroom.

When students feel seen, heard, and connected to both the instructor and their peers, they are more likely to stay motivated, engaged, and confident in their ability to succeed.

What Has Worked for Me:

  • I show students that I am involved and active in the course, by reaching out to students weekly through emails that include what we are learning this week, and I add something personal even if it is as simple as what the weather has been like this week. 

  • I post weekly news announcements in our Learning Management System that outlines what materials they will see this week and a reminder of what assignments are due. I personalize my announcement communications using the tools in my Learning Management System that allows me to address students by name in the announcements.

  • I create a class discussion board for students to ask any questions regarding the course materials or whatever it may be and encourage students to answer if they know the answers. I subscribe to the discussion, and I try to reply within an hour when possible.

  • When creating my course materials such as creating a PowerPoint presentation or choosing a video to share, I consider diverse backgrounds and try to use a variety of examples.

  • When I create videos, I make sure there is a transcript and closed captioning available for the students who have hearing loss.

  • When I have the ability, I try to create materials in different formats so that if a video doesn’t work for one student, perhaps reading a document or viewing a PowerPoint may work better.

  • Every few weeks, I send kudos to students doing well and alerts to those who may need extra support. The feedback I receive tells me these check-ins really matter.

  • I hold weekly Zoom office hours for student drop-ins. It reminds students that I’m accessible.

What I Am Adding This Semester:

  • This semester, I am introducing study groups, particularly in my web courses where we do peer critiques. I believe the smaller study groups can help students feel more comfortable sharing and collaborating. I also plan to highlight student work throughout the semester, so I plan to collect permission forms at the start of the semester so that I am able to showcase student projects.  

What will you do to make your online course more inclusive and welcoming?