Student perceptions of inclusion have been predicted by rapport, and belongingness in face-to-face courses, although these relationships have not been studied across course delivery formats.
Objective
This study clarified relationships among course multimedia characteristics, student–professor rapport, instructor and student presence, classroom climate, quality of teaching behaviors, and perceptions of an inclusive classroom in varied course delivery formats.
Method
A total of 479 students from two universities completed an online survey assessing their course delivery format, multimedia characteristics, rapport, instructor and student presence, classroom climate, teaching behaviors, and perceptions of an inclusive classroom.
Results
Students’ perceptions of inclusion were predicted by course multimedia characteristics (e.g., videos), student–professor rapport, instructor presence, course structure, course clarity, student connectedness, and the quality of teaching behaviors.
Conclusion
Inclusive classrooms reflect a myriad of instructor-, student-, and classroom-level characteristics and behaviors. However, the predictive value of these characteristics can change based on the course delivery format.
Teaching Implications
Faculty professional development opportunities for inclusive pedagogy should include skill development for course design (multimedia characteristics, structure), professor–student rapport-building and classroom community building, and high-quality teaching behaviors that align with specific course delivery formats.
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