Abstract:

Introduction:
The Corona Virus Pandemic (COVID-19) disrupted education systems worldwide, as the world was forced into lockdown with distance or online learning becoming the main method of teaching and learning (Kelly & Columbus, 2020). Living rooms, kitchens and bedrooms doubled as individuals’ virtual classrooms, bringing to light the social inequities across groups. As though this was not enough, race relations and structural disparities of historically marginalized and underserved groups, became globally pronounced, calling attention to social justice across societal sectors, including higher education. These upheavals meant higher education institutions had to quickly pivot in terms of how they delivered courses that promote equity while ensuring all students the opportunity to learn. The issues of diversity, equity, and inclusion were highlighted. According to Blankenberger and Williams (2020), the pandemic has significant ramifications for higher education’s survival, and institutions must be ready to address all areas, from enrollment and recruiting, to course delivery, including attention to faculty pedagogical approaches.

Inclusive Learning Online:
Online learning placed a mandate for everyone to have access to computers and high speed internet. It also meant navigating new online learning platforms while managing multiple and often competing responsibilities. It crept into individuals’ private lives and physical environments through online learning platforms, such as Adobe, Blackboard Collaborate, and Zoom. These platforms became the method for instructors and learners to interact. For some, particularly those in rural areas or with limited access to resources, the lack of internet access or the proper bandwidth, meant being unable to participate in lectures, discussion boards, and interactions with instructors and peers. Digital and socio-economic inequities became pronounced. For instructors, this meant paying greater attention to pedagogical approaches that address diversity, power dynamics in the classroom, and informality in the online environment. It meant having a greater understanding of inclusive teaching and learning, with the aim of teaching to advance learning for all students.

Purpose:
Online learning in higher education institutions is here to stay. The paper focuses on faculty approaches to the teaching and learning process in the online environment, with an aim toward inclusive learning. The authors discuss ways for higher education instructors/faculty to engage in inclusive pedagogies. Particular focus is given to race, class, and gender through the lens of social constructivism and critical pedagogies such as feminist and anti-racist pedagogies as examples of approaches for consideration to ensure inclusive teaching and learning. The paper concludes by addressing the impact of intersectional identities on teaching and learning. The authors offer an evidence-based teaching guide on aspects of inclusive teaching (Dewsbury & Brame, 2019)

Keywords:

COVID-19, Online Learning, Inclusive Teaching, Diversity, Equity.