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 Unit 6  What you’ve learned and farewell

Unit 6  What you’ve learned and farewell

Introduction

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A woman seated at a table in a casual indoor setting, smiling and raising one hand as if participating in a discussion or waving to say ‘hello’ or ‘goodbye’.

Congratulations, you’ve reached the final unit in this course. We hope you’ve enjoyed it and learned more about how to facilitate or participate in more equitable meetings.

Throughout the course you’ve looked at how your participation can make others feel more included and how this impacts the quality of the meeting. You also examined best practice for online meetings, looked at different ways of chairing and considered how humour can be used both positively and negatively. Finally, you covered the impact of time management in meetings and how this relates to social identities, particularly gendered ones.

  Learning outcomes

 

Now you have completed the course, you should:

 

  • Have built your understanding of effective and ineffective meeting practices.
  • Understand how aspects of meetings affect men and women differently.
  • Have considered how humour can be used to support communication.
  • Understand the role of identity in online meetings.
  • Know how to promote inclusivity within online meetings to improve productivity.

 

Farewell from the course authors

Listen to the course authors sharing what they found most interesting about the GEiO research project and saying farewell.

Note: In the audios below the authors speak in their first language. The transcript has been translated into English.

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Transcript

Antonia Heil

ANTONIA HEIL
Hello, I am Antonia Heil from the German project team. What I found particularly exciting about our research findings was that the quality of a video conference is closely linked to the approach taken by the moderator. In this role, women are challenged and questioned much more than men. Female chairs of videoconferences are under much greater pressure to perform because they are expected to display typically male leadership traits. I would like to see greater awareness of this issue and more solidarity with female colleagues.

Annadís Gréta Rúdólfsdóttir

ANNADÍS GRÉTA RÚDÓLFSDÓTTIR
Hi, my name is Annadís Gréta Rúdólfsdóttir, and I lead the Icelandic part of the project. Thank you for participating, and I hope you have gained a new perspective on communication in online meetings. What we in the Icelandic team found most notable is how humour is a subtle and agile tool of power. And how important it is to use it correctly. Let's also remember that he who laughs last, laughs best.

Verónica Blázquez Pla

VERÓNICA BLÁZQUEZ PLA
Thank you very much for participating in this course. Throughout the different sessions, we have explored together a range of tools, strategies, and reflections aimed at improving our professional practices and contributing to more just, collaborative, and efficient work environments. From the initial introduction, where we outlined the objectives and overall framework, to the practical activities and evidence-based discussions, you have had the opportunity not only to learn key concepts but also to apply them through interactive exercises and moments of reflection.
We encourage you to continue exploring these contents and, above all, to put them into practice in your daily work. Every action, no matter how small, can have a meaningful impact on the quality of collaboration and the well-being of everyone involved. We hope this course has provided you with useful knowledge, new perspectives, and inspiration to keep improving your professional practice.
Thank you for your attention, participation, and commitment throughout the entire process. It has been a pleasure to accompany you. See you soon!

Lisa Lazard

LISA LAZARD
So, those are the farewell messages from our international team of researchers to which we, the UK team which led the project, would like to add our own. Firstly, like our colleagues we’d like to thank you for engaging with the course and we would like to thank our colleagues for their contributions. We hope you found it useful, informative and even entertaining at times. Online meetings have become such an important part of our work lives over the last few years that making them productive and pleasant was a real priority for us. Most importantly, though, we wanted to show how equitable and fair meetings that include everyone can really make meetings matter. We also want to remind you that this is a badged course and, once you’ve completed the final assessment, you will be awarded your digital badge for ‘Best practice in online meetings’. Finally, on the last screen, along with the credits of everyone who contributed, you will find some further resources you can draw on to finesse your meeting skills. And, for the future, we’ve included links where you can find support as well as a few for your amusement.

Nikolina Janjic

NIKOLINA JANJIC
Throughout the course, we have looked at the different ways gender influences our online interactions. What stayed with us from our findings is how often small gestures or comments in online meetings can reproduce inequality even when it isn't intentional, but they can shape who feels listened to and who doesn’t. The value of this work lies in slowing down and paying attention to those details and to recognize what’s happening and how we can respond with more awareness and care.
Thank you from the Spanish team from University of Rovira an Virgili for accompanying us through this course. I hope it helps us keep questioning how gender plays out in our daily interactions, and how we can make space for different voices to be heard in both everyday face to face interactions and online interactions.
End transcript
 
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Next, go to 1  Time, gender and meetings.

1  Summary of each unit

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A modern conference room setting where a group of six individuals are seated around a rectangular wooden table. They are engaged in a hybrid meeting, combining in-person and virtual participation. On the wall in front of them is a large flat-screen monitor displaying a video call with six participants arranged in a grid layout. Each participant on the screen appears to be actively engaged, some gesturing or speaking.

Unit 1  Welcome to the course and what you need to know

In this unit you considered how videoconferencing can be used to support or resist gender inequity at work. As rapid technological developments have increased, remote and flexible working patterns and online meetings have become routine features of our day-to-day working lives and they have changed how participation is organised.

The Social Identity Wheel was introduced to help you think about who you are and how it impacts how you work, and to notice how privilege can normalise some identities over others.

Drawing on findings from a multinational research project in Germany, Iceland, Spain and the UK, the course’s overall aims are to make your work meetings more pleasant and more productive by making sure everyone is getting their say.

Unit 2  Being a participant – how to play nicely!

This unit discussed how participation in online meetings is shaped by gender and power, influencing who takes the floor, who is interrupted and whose contributions are heard. The course presents four communication styles: submissive, confrontational, assertive and cooperative, to consider how they impact equity in meetings.

Confrontational behaviour, including repeated interruptions and inappropriate remarks, can hinder group interaction and sideline others, whereas assertive and cooperative approaches value colleagues’ input, set limits respectfully and involve all participants.

Microaggressions – unintentional behaviours or comments that exclude or demean colleagues – are more common than often thought in videoconferencing. Common examples include unnecessary or patronising explanations, subtle snubs and abrupt interruptions while someone is speaking. Microaggressions are often shaped by existing inequalities in people’s social positions, within both organisational culture and society more generally. Women and other minoritised groups are more likely to experience microaggressions at work. Recognising these dynamics and choosing responses that welcome participation helps build equitable online working relationships where everyone feels comfortable to contribute.

Unit 3  Leading the way – effective chairing

This unit differentiated between effective and ineffective chairing practices and explained the differences between participatory and directive leadership styles. Although each has benefits and drawbacks, depending on the context and function of the meeting, a participatory style of leadership contributes to a more inclusive experience for everyone at the meeting.

Unit 3 presented research showing that participation in meetings is impacted by social identities, with some groups less likely to participate than others. Social identities also shape responses to the chair, with previous research showing that female chairs are judged more harshly than male chairs.

The concept of intersectionality was introduced to consider how multiple social identities interact to produce unique experiences of discrimination. Inclusive chairing involves awareness of the range of social identities within meetings and ensures that the views and contributions of all are invited and valued – the unit outlined practices, such as inclusive language use, that promote participation, as well as those that discourage it.

Unit 4  50 shades of humour

Humour in the workplace serves various functions, including fostering community and relieving stress, but it can also reinforce hierarchies and contribute to bullying. The unit considered how the perception of humour can vary depending on context and identities, such as gender, race and class.

Often, men dominate joke-making during online meetings, while women are expected to laugh along, reflecting societal expectations. Humour can create a positive atmosphere or relieve awkwardness in uncomfortable situations. However, it can also be misappropriated to mock or belittle others, resulting in a toxic work environment. Reactions to humour can vary, influenced by one’s position and identity, highlighting the importance of attending to the dynamics of humour to mitigate workplace hierarchies.

Unit 5  Could this meeting be an email?

This unit explored how time management in the workplace affects men and women differently, especially due to the ‘second shift’ many women face with both paid work and domestic responsibilities. It analysed how the lack of regulation and poor planning of meetings can worsen these inequalities, negatively impacting the work–life balance.

It also examined gender dynamics in meetings, such as the unequal distribution of speaking time and the invisibility of women’s voices. By using practical tools, the unit suggested how to optimise meetings to make them efficient, inclusive and respectful of everyone’s time, to help contribute to a fairer and more productive organisational culture.

2  The Social Identity Wheel

In Unit 1 you were introduced to the Social Identity Wheel and have returned to it in each of the units in relation to each of the topics covered in the course. As mentioned in Unit 1, the aim is to provide an opportunity to consider how identities can impact online meetings and specifically, how they can make meetings easier or more challenging for different people.

In summary, more productive and pleasant meetings are also those that are equitable – this message should help you in future meetings, as well as in your everyday life. The next activity returns to the questions you were asked in Unit 1 so you can consider if your answers have changed at all.

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The Social Identity Wheel interactive graphic has 11 social identity segments that make up the wheel and the following text is revealed in the centre of the wheel when you click on each of the identities:

  • Gender – woman, man, nonbinary, transgender
  • Sex – female, male, intersex
  • Race – Black, White, bi/multiracial
  • Ethnicity – Arab, Chinese, Irish, Italian, Jewish
  • Sexual orientation – bisexual, gay, heterosexual, lesbian, queer
  • Religious or spiritual affiliation – Agnostic, Atheist, Buddhist, Christian, Hindu, Humanist, Jewish, Muslim, Pagan
  • Physical, emotional, or developmental (dis)ability – e.g. visual impairment, mobility challenges, mental health, neurodiversity, etc.
  • First language – language learned as child such as English, Welsh, Icelandic, German, Spanish, Catalan, Urdu, Mandarin, etc.
  • Social economic class – working, middle, upper
  • Age – childhood, adolescence, youth, adulthood, older adult, elderly adult
  • National origin – country of birth or family background
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Activity icon Activity 1  Who are you now?

Timing: Allow around 10 minutes

As promised, here is your opportunity to revisit your answers from Unit 1. But first, try answering the questions again, keeping in mind what you’ve learned across the course.

By signing in and enrolling on this course you can view and complete all activities within the course, track your progress in My OpenLearn Create. and when you have completed a course, you can download and print a free Statement of Participation - which you can use to demonstrate your learning.

3  Looking back, going forward

In Unit 1, you explored some of the topics introduced in the course. To refresh your memory these topics are included here again with a summary of the key points you have learned about each topic.

Communication styles

Gender can impact how we communicate at work. What we say and do, as well as what we expect from others can be influenced by gender stereotypes, non-verbal cues and power relationships.

Unit 2 – key points

Unit 2 explored four communication styles:

  • Submissive = avoids conflict – apologetic, hesitant, defers to others.

  • Confrontational = direct and often aggressive, blunt, combative, dominating tone, focus on winning or asserting control.

  • Assertive = respectful and confident – self-assured, open to dialogue, honest.

  • Cooperative = prioritises working together – seeks consensus and values group harmony, flexible, focused on shared goals.

Assertive and cooperative styles are most closely linked to creating equity in meetings, as they support inclusive dialogue and shared decision making. You also looked at how microaggressions, which are subtle, often unintentional behaviours or comments, can undermine equity by making people feel excluded, disrespected or less valued in group interactions.

The four most common communication styles that include both spoken and body language were detailed in an interactive graphic.

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Unit 2 Figure 2 (repeated)  Communication styles
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The ‘Communication styles’ interactive graphic contains a single circle split into four quarters, with each showing a heading for a different communication style. Selecting or clicking each quarter reveals additional text explaining that communication style.

  • Top left quarter: Submissive

    Revealed text:

    Is characterised by a visibly passive or inhibited attitude in interaction, with minimal contributions that tend to support and/or reinforce dominant viewpoints.

    Avoidance of conflict at all costs, even if this means refrain from asserting their own positions and abiding by decisions or conduct contrary to their interests.

    Apologises for expressing views and hesitant and elusive behaviour are frequent, as well as exhibiting evasive body language (low tone of voice, low or averted gaze, shrinkage, etc.).

  • Top right quarter: Confrontational

    Revealed text:

    Tends to hinder and block group interactions and often disregards the contribution of others, preventing them from speaking or silencing unfavourable or unpopular opinions. Marked presence of imperative and authoritarian forms to elicit power, ignoring the input of the audience and ongoing discussions.

    In the most extreme cases, it may be accompanied by abusive verbal behaviour (use of foul language, rough manners, direct disqualifications, repeated interruptions, inappropriate comments, etc.) and/or exaggerated non-verbal behaviour (raised tone of voice, rapid hands or head movement, frowning or shaking the head).

  • Bottom left quarter: Cooperative

    Revealed text:

    Shares some traits of the assertive style, with a greater emphasis on active listening and conflict resolution in the service of egalitarian and respectful communication. Values and validates the opinions of others and evokes them repeatedly in discourse. Willingness to involve all participants in the discussion, fostering a truly deliberative environment where attendees feel free and empowered to express their views.

  • Bottom right quarter: Assertive

    Revealed text:

    Claims own contribution while expressing ideas and opinions naturally, valuing other team members’ contribution. Does not engage in disrespectful behaviour toward the audience and sets limits if necessary, asserting opinions and speaking in turn. Shows a proactive attitude, making requests, rephrasing if something is not clear and showing a willingness to resolve conflicts in a manner that respects all parties involved.

    Appropriate use of verbal and non-verbal resources (tone of voice in accordance with the message to be conveyed, strategic use of pauses and active listening to the opinions of others).

Use your mouse, keyboard, or touch screen to explore each circle and reveal its information.

Unit 2 Figure 2 (repeated)  Communication styles
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Leadership

Chairing a meeting is a form of leadership. Different forms of leadership can promote or reduce equal and fair participation from meeting attendees.

Unit 3 – key points

Unit 3 looked at two leadership styles – participatory/facilitative and direct/authoritative and their impact on equity in meetings. While participatory leadership encourages inclusion and shared decision making, it can lead to longer, less focused meetings. Direct leadership offers clarity and quick decisions, but it may limit discussion. Used thoughtfully, both styles can support equity and productivity. Effective leaders often blend both styles, depending on the context and what the goals of the meeting are.

We also explored how good chairing means being aware of how social identities like gender, race or disability can shape people’s experiences in meetings. Inclusive chairing actively invites and values all contributions. We outlined practical ‘dos’ and ‘don’ts’ for running more equitable, respectful and effective meetings.

Some of the key aspects of chairing an inclusive online meeting were summarised in a series of flip cards.

Ensuring inclusive online meetings

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The first ‘Ensuring inclusivity’ interactive contains three cards, each representing a different aspect of chairing an inclusive online meeting. Selecting or clicking each card reveals additional text explaining that theme.

  • First card: Access requirements

    Revealed text: Know your participants in advance and find out any access requirements (e.g. live captioning/BSL interpreters/accessibility tools).

  • Second card: Assistive technology

    Revealed text: Let people know what assistive technology is available.

  • Third card: Agenda

    Revealed text: Distribute the agenda and essential documents well before the meeting so people can prepare.

Use your mouse, keyboard, or touch screen to reveal the text on the reverse of the card.

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Three cards are displayed (‘Ensuring inclusivity’ – second set) each representing a different aspect of chairing an inclusive online meeting. Selecting or clicking each card reveals additional text explaining that theme.

  • First card: Introductions

    Revealed text: Start by welcoming and introducing everyone (if they are not known to one another).

  • Second card: Unfamiliar names

    Revealed text: Check you know how to pronounce everyone’s name.

  • Third card: Pronouns

    Revealed text: Check and use correct pronouns – you might like to open the meeting by identifying the pronouns you use.

Use your mouse, keyboard, or touch screen to reveal the text on the reverse of the card.

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Three cards are displayed (‘Ensuring inclusivity’ – third set), each representing a different aspect of chairing an inclusive online meeting. Selecting or clicking each card reveals additional text explaining that theme.

  • First card: Communication expectations

    Revealed text: At the beginning of the meeting, set out the expectations about how people will communicate with one another, i.e. in ways that promote equitable and inclusive engagement.

  • Second card: Camera use

    Revealed text: Encourage camera use but be attentive to personal preferences/needs and keep this optional.

  • Third card: Encouraging participation

    Revealed text: Encourage active participation from attendees (in whatever way is comfortable for them). Go through processes for getting involved, e.g. chat boxes/raised hands etc.

Use your mouse, keyboard, or touch screen to reveal the text on the reverse of the card.

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Three cards are displayed (‘Ensuring inclusivity’ – fourth set), each representing a different aspect of chairing an inclusive online meeting. Selecting or clicking each card reveals additional text explaining that theme.

  • First card: Chat boxes

    Revealed text: Set some norms about chat use, e.g. keep comments brief; use chat to ask questions and share resources.

  • Second card: People who haven’t spoken

    Revealed text: When moving to a new agenda item, invite those who haven’t spoken to speak first. There is evidence that calling women to speak first encourages greater participation from other women.

  • Third card: Dominant speakers

    Revealed text: Manage interactions, including interruptions and dominant speakers (e.g. don’ t let people dominate, don ‘t let people interrupt others).

Use your mouse, keyboard, or touch screen to reveal the text on the reverse of the card.

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One card is displayed (‘Ensuring inclusivity’ – fifth set), representing an aspect of chairing an inclusive online meeting. Selecting or clicking on the card reveals additional text explaining that theme.

  • Card: Discriminatory language

    Revealed text: Use inclusive language and challenge any discriminatory or biased language you hear.

Use your mouse, keyboard, or touch screen to reveal the text on the reverse of the card.

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Humour

Workplace humour can serve many different purposes. It can be a great tool for building relationships among colleagues and teams, but it can also be used to undermine a person or even become a means of bullying.

Unit 4 – key points

 

Unit 4 explored how humour shapes power dynamics in online meetings. It can be a powerful tool to either reduce or reinforce workplace hierarchies.

Used positively, humour can lighten the mood, make people feel more comfortable sharing mistakes and defuse tension. Chairs can use humour to set a welcoming tone and encourage openness. However, humour can also be used to belittle others, conceal aggression or maintain control while appearing friendly. It can reinforce hierarchies, especially when used by those in senior roles, and may perpetuate stereotypes or even prejudice.

You looked at how humour is gendered – men are expected to make more jokes, often in a direct or challenging style, while women are expected to laugh along or use humour to build connections. These patterns reflect and reinforce broader stereotypes about gender roles and authority in the workplace. Reflecting on one’s own and others’ use of humour is an important step in challenging these dynamics and fostering equity in meetings. To end this unit, we looked at practical skills to change meeting cultures in the workplace.

 

Unit 4 Activity 2 feedback

To view the videos again, return to Unit 4 Videos 1–3.

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Unit 4 Video 1  Using humour in a positive way – feedback
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Role of gender: Lena uses humour to lighten the mood when a junior staff member makes a mistake. The joke is at her own expense, which serves to make her seem collegial, an approach that women often make use of.

Hierarchies: By emphasising that she has made the same error and joking at her own expense, Lena fosters a collegial atmosphere that encourages others to open up as well. This helps to downplay her own hierarchical position and minimise the status differences amongst participants.

Target of the humour: Lúkas is on the receiving end of the humorous interaction. He is met with understanding, which allows him to feel comfortable despite having made a mistake. The other participants are sensing the friendly tone of the meeting, set by Lena, inviting Nanna to join the conversation and share related experiences.

Unit 4 Video 1  Using humour in a positive way – feedback
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Unit 4 Video 2  Using humour in a less positive way – feedback
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Role of gender: Kristinn uses humour to comment on the document's appearance, thereby undermining Sofia's work by focusing on aesthetics rather than the content and effort invested in creating it, reinforcing gender stereotypes.

Hierarchies: Kristinn’s comments signal his role as team leader and project a self-image of friendliness. He holds a higher status and maintains control while appearing collegial through humour.

Target of the humour: Sofia uses sarcasm to respond to Kristinn's humorous remarks. Through her sarcasm, she emphasised her professional authority and maintains her dignity. Although the joke may have been intended to lighten the mood, jokes are not always received as intended.

Unit 4 Video 2  Using humour in a less positive way – feedback
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Unit 4 Video 3  Using humour in an aggressive way – feedback
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Role of gender: Hermann uses sexist, derogatory metaphors to humiliate Sylvía. His references to her wearing a short skirt and not paying attention highlight her gender, youth and junior position. Hermann's comment serves to remind her of that.

Hierarchies: Hermann's comments establish him as the one in control by ensuring that everyone understands Sylvía's inferior status. Simultaneously, this highlights the hierarchical culture Hermann aims to preserve.

Target of the humour: Hermann holds a more senior position; therefore, his humour is perceived as more aggressive than if it were made by a colleague at the same hierarchical level. Hermann uses humour to disguise aggression and sexism. Sylvía does not want to be seen as overly sensitive and weak, so she laughs along as if she were not offended. The other participants laugh out of discomfort at Hermann's sexist joke.

Unit 4 Video 3  Using humour in an aggressive way – feedback
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Time

Time is precious and most people feel they do not have enough of it at work. Distribution of time at work affects men and women differently, particularly for those who have competing work–life commitments.

Unit 5 – key points

 

Unit 5 focused on the importance of managing time in online meetings and recognising that time is a valuable resource for everyone. Before scheduling a meeting, it’s important to consider who it impacts and whether it’s truly necessary. You were introduced to a decision-making tool to guide this process, prompting key questions such as:

  • How might this meeting affect those with caregiving responsibilities?

  • Are all voices – especially women’s and minoritised groups – being heard?

  • Can the timing or duration be adjusted to respect everyone’s time?

Using this approach benefits everyone. For women, it can help reduce work overload and protect time for personal responsibilities. For organisations, it leads to more efficient, inclusive and productive meetings. For teams, it fosters a supportive work culture and improved wellbeing. Being mindful of how time is used in meetings is a practical way to support equity and build more respectful and effective workplaces that everyone can enjoy.

 

The decision tree in Activity 1 helped you decide whether you should communicate by email or call a meeting.

Unit 5 Activity 1  Decision tree: meeting or email?

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This interactive follows a branching decision tree structure. Each option leads to another slide of information to help you decide whether you should communicate by email or call a meeting.

Question 1: Is this a communication or decision that needs to be made urgently?

  • Yes → Go to Question 2.

    Reflection: Urgency can justify immediate action, but it doesn't always require a meeting. If it is within working hours, assess whether the urgency justifies interrupting the schedules and tasks of the people involved or if it can be resolved in another way. If it is outside working hours, keep in mind that individuals may have additional responsibilities or personal conditions (such as caregiving responsibilities, health conditions, neurodivergence) that limit their flexibility to attend urgent meetings.

  • No → Go to Question 3.

    Reflection: If it is not urgent, avoid scheduling meetings outside of regular working hours or at times that may interfere with family, caregiving, or personal commitments, especially for those working flexible hours. Make sure the meeting times are inclusive and take into account the availability of all participants.

Question 2: Does the decision or communication require real-time discussion?

  • Yes → A meeting is better.

    Reflection: Real-time discussions are useful when immediate interaction is needed or to avoid misunderstandings. Ensure the meeting has a clear objective and a time limit to maintain efficiency. Also, consider different communication and information processing styles (for example, neurodivergent individuals or those with linguistic diversity) and ensure that information is provided in advance whenever possible. If the meeting is necessary, consider the availability of all participants, especially those who may have scheduling constraints due to family or personal responsibilities (such as school pick-ups).

  • No → Send an urgent email.

    Reflection: An email can be just as effective if the communication is clear and direct. This allows people with differing responsibilities outside of work to better organise their time and adapt their own schedules.

Question 3: Do all participants need to interact with each other to resolve the issue?

  • Yes → Go to Question 4.

    Reflection: If interaction is essential, a meeting may be the best option. Consider scheduling it at times that takes everyone into account, avoiding periods of high personal or family demands.

  • No → Send an email.

    Reflection: Email reduces the need for meetings, helping people better manage their time and balance their work and personal responsibilities.

Question 4: Does the issue require immediate feedback or quick approval?

  • Yes → Go to Question 5.

    Reflection: If feedback is urgent, assess whether it can be obtained through alternative tools to avoid overburdening those who may have additional responsibilities, whatever their nature.

  • No → Go to Question 6.

    Reflection: If feedback can wait, prioritise flexibility, allowing colleagues to respond at times that fit their schedules.

Question 5: Can you obtain feedback or approval via an instant messaging tool (e.g. Slack, Teams)?

  • Yes → Send a quick chat consultation.

    Reflection: Instant messaging tools are ideal for quick queries and eliminate the need for formal meetings.

  • No → A brief meeting is better.

    Reflection: If the meeting is unavoidable, ensure that the times are inclusive, taking into account the various personal and family responsibilities that may affect availability and the different working patterns that people may have.

Question 6: Is the issue complex, requiring detailed or visual explanations?

  • Yes → Go to Question 8.

    Reflection: Assess whether the complexity can be addressed with prior materials (documents, presentations, videos) to avoid lengthy meetings that interfere with other personal or work commitments.

  • No → Go to Question 7.

    Reflection: If the issue is simple, opt for an email to avoid unnecessary meetings and overburdening people with additional responsibilities. Additionally, it supports people with different learning styles, neurodivergence, or whose first language is not the workplace language.

Question 7: Can you share the complex information through a document, presentation, or explanatory video?

  • Yes → Send an email with the necessary attachments.

    Reflection: Sharing information in writing or audiovisual format allows participants to absorb it at their own pace. It also reduces the need for meetings.

  • No → Go to Question 9.

    Reflection: If the information requires a personalised or interactive explanation, a meeting may be the best option. Ensure the times are inclusive and consider the availability of all participants.

Question 8: Does the issue involve sensitive, difficult or potentially divisive topics?

  • Yes → A meeting is the best option to address the issue appropriately

    Reflection: Sensitive or difficult topics, as well as those that might be divisive are best managed in person or via video call, where body language can be read and empathy conveyed. Ensure that the times and spaces are accessible to everyone.

  • No → Go to Question 7.

    Reflection: If there are no sensitivities involved, assess whether it can be resolved more efficiently without an unnecessary meeting.

Question 9: Is there a risk of misunderstandings if the issue is not discussed in person or via video call?

  • Yes → A meeting is better.

    Reflection: Avoiding misunderstandings is crucial for effective communication. A meeting allows for clarification of doubts and ensures everyone is aligned. Ensure the times are inclusive and that the availability of all participants is considered.

  • No → Send an email.

    Reflection: If the issue is clear and unlikely to cause misunderstandings, an email may suffice, allowing everyone to manage their time better. Write the message clearly and concisely.

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4  Bringing it all together

Now that you have almost completed the course and reviewed each of the units, this activity will allow you to put that new learning into practice. In the following activity you will rewatch one of the videos of an online meeting to identify good and bad practice.

Activity icon Activity 2 How was it for you?

Timing: Allow around 15 minutes

In Unit 2, you watched a short video of a budget meeting. You may remember that in this meeting, six employees were discussing their department’s financial planning for the coming year. When you first watched this video, you were asked to identify different communication styles and considered how they impacted interactions in the meeting.

Now we would like you to watch the film again, but this time we would like you to consider how equitable, inclusive and productive this meeting was for everyone who took part.

We’d like you to use your knowledge on how to effectively chair and participate in meetings (Unit 3), workplace humour (Unit 4) and managing time (Unit 5). To do this, we’ve included a few questions to help you reflect on the meeting interaction.

Now watch the video again and note down your thoughts in the boxes below.

Download this video clip.Video player: Unit 2 Video 1
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Transcript: Unit 2 Video 1 (repeated)  Carlos' communication style

CARLOS
OK, let's see, so that it doesn't take too long, because we're running out of time, next point on the agenda: budgets.
ISABEL
Yes, is there any news about that or any information on the budget we've been given for the next six-month period? It would be great to know ahead of time. I'm saying that mainly so that we can start planning the department's expenses in advance and we don't get caught out like last year.
CARLOS
Yes, well, let's take it one step at a time. I'm really fed up of finding so many mistakes in the annual reports. The other day, I was reviewing the year-end accounts and I started looking at the breakdown of expenses. You know I'm not usually over-particular with those things, and, to my surprise, I realised that nothing added up. Nothing. Zero. And I said: "What on earth is this?"
ISABEL
Aha.
CARLOS
And I was going to fix it, because the accounts have to add up, and I said: "Wow! People must be pea-brained. It's not that difficult, really it's not." I don't know what kind of training people receive and if they're really qualified to work in an accounts department or if they would be more capable of working somewhere else, anyway...
ISABEL
Thanks for sharing this, Carlos. I get what you mean, but I don't think it's that serious and I think we can try and find a solution together, can't we? Because I'm sure it was just a one-off mistake and that whoever compiled the report didn't look at the figures or the final accounts. It can happen to anyone. So, guys, please let's look twice at the documents before sending them.
CARLOS
The truth is that I think it's unacceptable at this time of the year. We should all have learned to prepare the reports already and to upload them, correctly, to the platform. Please, let's take this into account for next time, OK?
End transcript: Unit 2 Video 1 (repeated)  Carlos' communication style
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Unit 2 Video 1 (repeated)  Carlos' communication style
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Now that you have almost completed the course and had a chance to try out your skills, we hope you’ll be confident in identifying good and bad practice in online meetings, as well as supporting or challenging it as appropriate.

Unit 6 conclusion

Congratulations! You have finished the final session. Across the course you have:

  • Built your understanding of effective meeting practices.
  • Explored how participation in online meetings is shaped by gender and power.
  • Recognised four communication styles and microaggressions.
  • Examined chairing as leadership and inclusive practices.
  • Reflected on how humour shapes workplace hierarchies in videoconferencing.
  • Looked at time management and its impact on equity and productivity.

 

This learning will support you in promoting inclusivity in online meetings and improving meeting productivity.

Next, complete the end-of-course quiz to test your learning from across the course and achieve the course badge.

End-of-course quiz

Now have a go at the end-of-course quiz.

If you don't pass with 80% or higher you'll be able to attempt the quiz again.

After you have successfully completed the end-of-course quiz and viewed all the course learning material you'll be awarded the ‘Best practice in online meetings’ digital badge and statement of participation.

Thanks from the team

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Transcript

ROSE CAPDEVILA
Hi. I’m Rose Capdevila, academic lead for this course. We’d like to thank you very much for engaging with it. We do hope you found it useful and, on occasion, even fun. Please do consider following the feedback link on this Thank you page as we’d very much welcome your thoughts.
This course has been produced as part of a European project funded by CHANSE, with teams in Germany, Spain, Iceland and the UK. You’ve met the team along the way. As well as this course, we have also produced academic publications, policy papers, handouts, blogs and a conference. If you would like to learn more about the project and the outcomes of the research, please visit our web page at the link below.
Thank you for taking part!
End transcript
 
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Thank you for participating in this course – we hope you found it useful.

Visit the Gender Equitable Interactions Online webpages at The Open University.

Course questionnaire

We would appreciate it if you would share your experience with us – please take five minutes to share any comments and feedback you have in the course questionnaire; both positive feedback and constructive criticism are welcome.

Contributors

  • United Kingdom

    • Lisa Lazard

    • Rose Capdevila

    • Alison Davies

  • Germany

    • Irmgard Tischner

    • Antonia Heil

  • Iceland

    • Annadís Rúdólfsdóttir

    • Flora Tietgen

    • Gyða Pétursdóttir

    • Katrín Ólafsdóttir

  • Spain

    • Adriana Gil-Juárez

    • Barbara Biglia

    • Alejandra Araiza Díaz

    • Jordi Bonet Martí

    • Marta Castillo González

    • Nikolina Janjic

    • Pía Podestá González

    • Verónica Blázquez Pla

 

Partners and funders

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Partner institutions
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Logos of partner institutions involved in the project. The institutional partners shown are The Open University (UK), Deggendorf Institute of Technology (Germany), Universitat Rovira i Virgili (Spain), Universitat Autònoma de Barcelona (Spain), and Linköping University (Sweden).

Partner institutions
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Funding bodies
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Logos of funding bodies, including the German Federal Ministry of Education and Research, CHANSE, Rannís, UK Research and Innovation (UKRI), the Spanish Ministry of Science and Innovation, the European Union (NextGenerationEU), the Recovery, Transformation and Resilience Plan, and the Spanish State Research Agency.

Funding bodies

Where to go for help

United Kingdom

  • ACAS (Advisory, Conciliation and Arbitration Service)

    Free and confidential employment-law and workplace advice for employees and employers.

    • Helpline: 0300 123 1100 (Mon–Fri, 8 a.m. to 6 p.m.)

  • Protect (formerly Public Concern at Work)

    Whistleblowing charity offering free legal advice for raising concerns at work.

    • Line: 020 3117 2520

  • Wider support networks (especially relevant to workplace stress or discrimination):

    • Mind – mental-health advice and peer support; Able Futures helpline (0800 321 3137).

    • Equality Advisory and Support Service (EASS) – discrimination and human-rights advice: 0808 800 0082.

    • TUC and UNISON – trade union resources, legal representation and support.

    • Education Support – 24/7 helpline for education professionals.

  • Mental-wellbeing crisis helplines (useful for workplace-related distress):

    • SANEline: 0300 304 7000 (daily, 4:30 p.m. to 10:30 p.m.).

    • CALM: 0800 58 58 58 (daily, 5 p.m. to midnight).

    • Shout: Text ‘SHOUT’ to 85258 (24/7).

    • Papyrus HOPELINEUK: For under-35s: 0800 068 4141 (days/hours vary).

Germany

  • BAMF/‘Working and Living in Germany’

    Hotline/advice on job search, recognition of foreign credentials, residence, and language.

    • Phone: +49 30 1815-1111 (Mon–Fri, hours vary by topic).

  • Federal Ministry of Labour and Social Affairs hotline (Arbeitsrecht advice).

    • Legal advice on employment law (Arbeitsrecht): +49 30 2219 11004 (Mon–Thu 8 a.m. to 8 p.m.).

  • Mental-health/emotional support helplines:

    • TelefonSeelsorge (24/7): 0800 111 0 111, 0800 111 0 222, or 116 123.

    • International Helpline Berlin (English): 030 4401 0607.

    • Krisenchat (text/WhatsApp, youth focus): +49 157 3599 8143.

    • Nummer gegen Kummer (youth and adult support): Adults – 0800 111 0 550; Youth – 116 111.

Iceland

  • Directorate of Labour (Vinnumálastofnun)

    Central employment-support service across Iceland, including workplace-related queries.

    • Phone: 515 4800; also offers online chat and email.

  • ‘Employment with support’ service

    Personalised job-seeking and workplace integration support for those with reduced work capacity.

    • Contact via same phone number: 515 4800.

Spain

  • Inspección de Trabajo y Seguridad Social

    Government’s Labour Inspectorate – handle complaints about unfair dismissal, unpaid wages, health and safety, and workplace discrimination.

    Complaints (‘denuncia’) can be submitted online or at local provincial offices; process is free and can be anonymous.

  • Citizens Advice Bureau Spain (CAB Spain)

    Offers guidance, especially beneficial for expatriates navigating Spain’s labour system.

Acknowledgements

Grateful acknowledgement is made to the following sources:

Every effort has been made to contact copyright holders. If any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.

Important: *** against any of the acknowledgements below means that the wording has been dictated by the rights holder/publisher, and cannot be changed.

Unit 1

  • 575477: Lisa Lazard: Provided by Lisa Lazard

  • 575483: Rose Capdevila: Provided by Rose Capdevila

  • 575474: Irmgard Tischner: Provided by Irmgard Tischner

  • 575468: Annadís Greta Rúdólfsdóttir: Provided by Annadís Greta Rúdólfsdóttir

  • 575472: Gyða Margrét Pétursdóttir: Provided by Gyða Margrét Pétursdóttir

  • 575476: Katrin Olafsdottir: Provided by Katrin Olafsdottir

  • 575465: Adriana Gil-Juárez: Provided by Adriana Gil-Juárez

  • 575470: Barbara Biglia: Provided by Barbara Biglia

  • 575475: Jordi Bonet: Provided by Jordi Bonet

  • 582289: 1 The growing importance of online meetings: Dimitri Otis/Getty Premium

  • 573710: Introduction: alotofpeople/123rf

  • 569552: Introduction: Luis Alvarez/Getty Premium

  • 577971: 1 Humour at work: 10'000 Hours/Getty Premium

  • 575763: Introduction: andreswd/Getty Premium

  • 579298: Introduction: FG Trade Latin/Getty Premium

  • 575738: Social Identity Wheel: GEiO

Unit 2

  • 573710: Introduction: alotofpeople/123rf

  • 575470: Barbara Biglia: Provided by Barbara Biglia

  • 575466: Alejandra Araiza Díaz: Provided by Alejandra Araiza

  • 575478: Marta Castillo González: Provided by Marta Castillo Gonzalez

  • 575479: Nikolina Janjic: Provided by Nikolina Janjic

  • 575586: 1 Gender and power relationships in online meetings: stellalevi/Getty Premium

  • 578304: 2 Communication styles: DC Studio/Freepik

  • 575593: 3 Microaggressions (graph 1 redrawn): Redrawn by the Open University from Graph 'Employed people reporting discrimination at work by main reason, sex and country of birth, EU, 2021' ec.europa.eu/eurostat. Available here: https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Self-perceived_discrimination_at_work_-_statistics (Accessed: 02 Dec 2025) Available under a https://creativecommons.org/licenses/by/4.0/

  • 575605: 3 Microaggressions (graph 2 redrawn): Redrawn by the Open University from Statistics Canada (2020), Sexual misconduct and Gender based Discrimination at work, 2020, (2020). Reproduced and distributed on an "as is" basis with the permission of Statistics Canada under a Statistics Canada Open Licence. Available here:https://www150.statcan.gc.ca/n1/pub/11-627-m/11-627-m2021061-eng.htm

  • 575611: 3.1 Microaggression in videoconferencing - chart (redrawn): Adapted from Women tech network available here: https://www.womentech.net/en-gb/women-in-tech-stats

  • 575619: 3.1 Microaggression in videoconferencing - data (redrawn): Redrawn by the OU from Discrimination in the EU. European commission. Available here: file:///C:/Users/dc4388/Work%20Folders/Downloads/Discrimination_in_the_EU_sp535_Infographics%20(3).pdf (Accessed: 03 Dec 2025) Available under a https://creativecommons.org/licenses/by/4.0/

  • 578327: 4 Preparing to make a difference: DC Studio/Freepik

  • 578296: TEXT: Sexual harassment at work.....: Directive (EU) 2024/1385 of the European Parliament and of the Council of 14 May 2024 on combating violence against women and domestic violence. (Text) [ 14 May 2024) Available here: https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=OJ:L_202401385 (Accessed 27 May 2025) Available under a : https://creativecommons.org/licenses/by/4.0/

Unit 3

  • 569552: Introduction: Luis Alvarez/Getty Premium

  • 575469: Antonia Heil: Provided by Antonia heil

  • 575467: Alison Davies - Provided by Alison Davies

  • 569553: 1.2 Chairing as leadership: Morsa Images/Getty Premium

  • 569602: Participative chairing: Plan Shoot / Imazins/ Getty Premium

  • 569560: Directive chairing: skynesher/Getty Premium

  • 569562: 2. Online meetings and social identities (intro): adamkaz/Getty Premium

  • 575738: 2.1 Analysing your online meeting experiences

  • 577926: Kimberlé Crenshaw (new): Monica Schipper / Stringer/Getty Images Entertainment

  • 569565: 2.2 When the chair is a woman: © Golubovy | Dreamstime.com

  • 569570: 4. Inclusive practice: chairing skills for online meetings (image 1) fizkes/ 123rf

  • 569574: 4. Inclusive practice: chairing skills for online meetings (image 2): fizkes/123rf

  • 569576: 4. Inclusive practice: chairing skills for online meetings (image 3): andreypopov/123rf

Unit 4

  • 577971: 1 Humour at work: 10'000 Hours/Getty Premium

  • 575471: Flora Tietgen: Provided by Flora Tietgen

  • 575476: Katrin Olafsdottir: Provided by Katrin Olafsdottir

  • 577860: 2.1 Gender and humour (image 1): Tempura/Getty Premium

  • 577861: 2.1 Gender and humour (image 2): miniseries/Getty premium

  • 577868: 2.2 Responding to humour (image 1): Comstock Images/Getty premium

  • 577876: 2.2 Responding to humour (image 2): Alistair Berg/Getty Premium

  • 577868: 2.2 Responding to humour (image 1): Comstock Images/Getty premium

  • 577876: 2.2 Responding to humour (image 2): Alistair Berg/Getty Premium

  • 575738: Social Identity Wheel: GEiO

Unit 5

  • 575763: Introduction: andreswd/Getty Premium

  • 575465: Adriana Gil Juarez: Provided by Adriana Gil-Juárez

  • 575481: Pía Podestá González: Provided by Pia Podesta Gonzalez

  • 575485: Verónica Blázquez: Provided by Verónica Blázquez

  • 575762: 1 Time, gender and meetings: Belinda Howell/Getty Premium

  • 575766: 2 Reflecting on gender and time: mapodile/Getty Premium

  • 575767: 3 The right to time and gender equality: MilosStankovic/Getty Premium

  • 575738: Social Identity Wheel: GEiO

  • 575769: 4 Time rights activity: Hiraman/Getty Premium

Unit 6

  • 579298: Introduction: FG Trade Latin/Getty Premium

  • 575468: Annadís Greta Rúdólfsdóttir: Provided by Annadís Greta Rúdólfsdóttir

  • 575469: Antonia heil: Provided by Antonia heil

  • 575477: Lisa Lazard: Provided by Lisa Lazard

  • 575479: Nikolina Janjic: Provided by Nikolina Janjic

  • 575485: Verónica Blázquez: Provided by Verónica Blázquez

  • 575738: Social Identity Wheel: GEiO

  • 575483: Rose Capdevila: Provided by Rose Capdevila

  • 582421: Four logos provided in one pdf: © Ministerio de Ciencia e Innovacion, © Financiado por la Union Europea, © Plan de Recuperacion, Tranformacion y Resiliencia, © Agencia Estatal de Investigacion

  • 582420: Rannis (logo): Rannis

  • 582426: UAB (logo): UAB Barcelona

  • 582423: UKRI (logo): UKRI

  • 582425: Universitat Rovira i Virgili (logo): Universitat Rovira i Virgili

  • 582428: University of Iceland (logo): University of Iceland

  • 582424: Deggendorf Institute of Technology (logo): Deggendorf Institute of Technology

  • 582406: Federal Ministry of Education and Research (logo): Federal Ministry of Education and Research

  • 582417: Chanse (logo): Chanse

 Unit 6  What you’ve learned and farewell

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