Consequences of Exclusion

When I lost access to the live online lectures—due to unreliable internet and device failures—I quickly fell behind in course content and missed key announcements. My attendance dropped from nearly perfect in-person participation to skipping nearly half of the synchronous sessions, mirroring wider patterns of reduced attendance in remote learning. Without real-time interaction, I felt disconnected from classmates and instructors, which intensified feelings of isolation and led to lower motivation and engagement. As a result, my grades slipped and I reported increased anxiety, reflecting documented declines in performance and mental well-being among excluded students during pandemic lockdowns.

Actions Taken

To catch up, I downloaded recorded sessions whenever possible and formed a small peer study group on Discord to share notes and clarify difficult concepts. I also reached out to teaching assistants via email and scheduled virtual office hours, which helped me regain some momentum. By leveraging asynchronous discussion boards and seeking personalized feedback, I managed to improve my understanding and grades by the end of the term.

How the Situation Could Have Been Improved

Better infrastructure—such as campus-provided mobile hotspots or loaner laptops—would have mitigated connectivity issues. Embedding low-bandwidth options like audio-only streams and slide-only downloads could also help learners with unstable internet. Instructors could schedule frequent low-stakes quizzes to check comprehension and use interactive polls or chat prompts during lectures to maintain engagement. Offering flexible assessment methods—like open-book exams and project-based assignments—would accommodate varied home environments and learning paces.

Impact on My Teaching Practice

Having experienced exclusion firsthand, I now prioritize digital accessibility when I teach. I record all live sessions, provide transcripts and slides, and choose platforms that work on mobile devices with minimal data usage. I structure classes to include brief polls and breakout-room discussions every 10–15 minutes to sustain social presence and peer interaction. Finally, I build in periodic check-ins to ensure that no student is struggling in silence, fostering an inclusive and resilient learning environment.