Presenting choice in the classroom is beneficial for all learners. This choice is represented by the way the content is engaged, how it is consumed, and what is done with it. I think this is nicely represented by the online learning environment Venn diagram presented in this week’s slideshow:

Examining Learners’ Interaction in an Open Online Course Through the Community of Inquiry Framework – Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Relationship-between-interaction-and-presence-in-an-online-environment-adapted-from_fig1_314082662 [accessed 1 Apr, 2024]

The BC Curriculum from the Ministry of Education is in control when it comes to selecting the content to be taught in the classroom (with the opportunity for extensions and diversions when appropriate for learners), but the climate and discourse strategies are up to the teacher and students. Recognizing that this type of experience should be considered in online learning is easy enough, but the implementation of it is what many teachers struggled with.

When teaching a classroom of students fully online, teachers must prioritize clear communication, establish routines, and engage students effectively through various interactive strategies while remaining flexible to accommodate diverse learning needs (Open AI, 2024). Building a supportive online community, providing technical support, and offering timely feedback are crucial for fostering student engagement and success. Continuous professional development and reflection enable teachers to adapt their instructional practices and improve learning outcomes in the online environment. By focusing on these key aspects, educators can create inclusive, engaging, and effective online learning experiences for their students.