In any learning endeavor, the quality interaction between the imparter of knowledge and the student is critical to achieving great outcomes. When it comes to the emotional, psychological, and behavioral aspects that must be covered during diversity, equality, inclusion, and leadership training, this is even more pronounced.
There can be no substitute for open dialogue and conversations to get to the heart of many complex interwoven issues that give rise to the challenges faced on these fronts. For this reason, one of the main strategies for enhancing online learning, linked to the imperatives of organizational transformation, is to optimize opportunities for meaningful exchanges continually throughout the process.
Person-to-person interaction
The aim is always to “narrow the transactional distance” according to authors Hye C. Rhim and Heeyong Han. For those unfamiliar with transactional distance, this is the social, psychological, and relational distance experienced between teachers and learners that must be actively managed to ensure the finest results.
It is interesting to note that the structure of online learning diversity, as well as equality and diversity in eLearning, is critical. The greater the flexibility and latitude afforded to students in curriculum choice and navigation, etc., the better learners respond. The more individual differences are recognized and learning preferences catered to, the more eager students are to engage in any communication opportunities which narrow transactional distance.
We want online learning diversity to be intensely interactive and more intimate so that they have a strong desire to become a member of the online learning community. The desire to use the broad resources available through equality and diversity eLearning will become compelling as sharing occurs. And as these benefits are experienced, being part of an online community that exchanges insights and stimulates discussions feeds inquiring minds. A thirst for knowledge quickly develops.
Stretching genuine interaction
There is no better feeling for students than having the freedom to question, brainstorm, play with ideas and views, as well as solve problems collectively in a safe space. Online learning diversity affords all of this and more.
Cognitive participation by all students is essential to know what students are thinking about the various topics. This allows teachers to focus attention on these priorities from the student’s perspective. This way, with the personalized thinking of each student as part of conversations, a sense of community is built and real social-emotional issues are confronted.
Increased participation gradually erodes tensions and allows for instructional cross-collaboration with a decreased judgment of others. The experience needs to move away from simply transferring information towards building significance among students and teachers. Leadership skills training online emphasizes all these benefits of decreasing transactional distance as well. This must also be practiced daily in the real world.
Intense conversation and dialogue encourage people to be holistically present and familiar with operating at the moment. Facilitators of online diversity learning are very aware of this and know it is an orientation that must be embedded so that it is carried beyond the learning environment. The passivity of participants will erode the potential success of any learning undertaking.
With a strategy to continually focus on motivating and empowering participants to always contribute more of their authentic unique selves to every conversation, growth is assured. Not only independence but also interdependence is quickly learned. Once this affinity for quality interaction is established during both online learning diversity as well as equality and diversity eLearning, this passion will become pervasive in real life as well. This fundamental orientation can only enhance the prospects of improving our diversity, equality, and inclusion ambitions.