This document discusses strategies for promoting diversity and inclusion in online learning environments. It addresses the need to embrace differences in gender, ethnicity, sexual orientation, spirituality, religion, and political views among students. It also stresses the importance of using diverse readings that reflect the student body and providing appropriate feedback and cultural awareness in discussions. The document advocates for online learning communities that encourage diverse identities and perspectives while promoting a sense of belonging. It concludes by referencing strategies for integrating these practices in online classrooms.

1. SALAD BOWL OR MELTING POT: CAN IT
WORK?
EMBRACING DIVERSITY IN ONLINE
LEARNING
Rathi Krishnan– Composition
Barbara c.g Green--Composition
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2. INTRODUCTION
Students should express
acceptance of the
following:
•
•
•
•
•
gender
ethnicity
sexual orientation
spirituality/religion
political orientation
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3. READINGS
Readings should cover a wide swath of human endeavor
and reflect the diversity of the student body.
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4. THE PLACE OF THE
DISCUSSION BOARD
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5. APPROPRIATE FEEDBACK &
ASSESSMENT
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6. CULTURAL & RACIAL DIVERSITY
WESTERN & NON-WESTERN VALUES
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7. E- LEARNING COMMUNITIES
• Identity
• Learning
• Exclusion
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8. E-LEARNING COMMUNITIES
Diversity
Identity
Belonging
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9. STRATEGIES FOR INTEGRATION
IN THE CLASSROOM
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10. REFERENCES
Gunawardena, C. & Zittle, F. (1997) Social presence as a predictor of satisfaction within a computer-mediated
conferencing environment, The American Journal of Distance Education, 11(3), 8_26
Heemskerk, I., Brink, A., Volman, M. & Dam, G. (2005) Inclusiveness and ICT in education:
A focus on gender, ethnicity and social class, Journal of Computer Assisted Learning, 21,
1_16.
Herring, S. (1994) Gender differences in computer-mediated communications: bringing familiar
baggage to the new frontier. Available online at:
http://www.mith2.umd.edu/WomensStudiesComputing/Articles_ResearchPapers/gender-differences
communication (Retrieved from
Academic Search Premier on July 21st. 2009)
Hughes, G. (2007) Exploring the availability of student scientist identities within curriculum
discourse: an anti-essentialist approach to gender inclusive science, Gender and Education,
13(3), 275_290.
Hughes, G. & Scott, C. (2005) No pain no game: use of an online game to explore issues of
Online identity and the implications for collaborative e-learning, E-Learning, 2(4), 388_401.
Wenger, E. (1998) Communities of practice: learning, meaning and identity (New York,
Cambridge University Press).
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