The benefits

Yousafzai points to an array of ways the creation of her HarvardX course benefited her in-person courses. In reviewing her curriculum for the online platform and wider audience, she began drawing on more sources of learning materials. For example, in addition to traditional journal articles, she now also draws on short films/visuals and podcasts. The online course also prompted her to employ a greater range of discussion methods in residential courses. Lastly, Yousafzai notes that preparing for the online course opened up her thinking around inviting guest speakers to her residential courses. By using Zoom, “we were able to improve the diversity and experiences of guest speakers, so students were able to engage with experts and leaders in the field from a range of contexts” in a way that hadn’t been done before. 

“The key is not to assume that what works in one course is going to work for the other, but to really think about how you need to create a distinct course with distinct approaches to delivering learning.”

The challenges

Yousafzai notes that adapting a residential course for online learning does require adjustments. “I don’t think you can just take what you do in person and move it online,” but in an asynchronous class there are opportunities for inclusivity by increasing the number of those who can access a Harvard course, reducing language barriers with subtitles, and creating a learning environment that embraces the students’ different backgrounds and the experiences they bring to the course. Creating a curriculum that is truly “global” is also an ambitious endeavor that encourages ongoing conversations about future developments. 

Takeaways and best practices

• Expand participation modes.
  While live discussions in class had been the primary way to participate in Yousafzai’s courses, creating the online course expanded her view of course participation. Students can now contribute in discussion boards online, which makes the course more inclusive for different types of learners and allows more students to participate asynchronously.
• Tap into guest speakers.
  Whether a course is offered in person or in a pre-recorded online format, Yousafzai encourages faculty to tap into the vast network of experts in their field rather than limiting themselves to speakers who can come to Boston. By embracing Zoom interviews, students gain a better understanding of the diversity in the field, faculty can “showcase global knowledge,” and students gain a more complete vision of “richness of learning” in their field. 
• Prepare the guest speakers.
  Yousafzai recommends discussing the session theme with the guest in advance to ensure everyone is on the same page, sharing the expert’s profile with students if the session will be live and requesting questions in advance, and providing links to further research from the guest for students to explore. This practice encourages more students to participate because they can prepare in advance. 

Bottom line

Rethinking your pedagogy for different modes of instruction has the potential to unlock new insights for your teaching practice that benefit students across your courses, whether in-person or online.