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Abstract

Research has shown that the Transparency in Learning and Teaching (TiLT) framework is an equitable practice that promotes student success by emphasizing the purpose and real-world applicability of academic work (Winkelmes et al., 2019). Most of the research on TiLT has focused on in-person instruction. In this article, we chronicle our implementation of TiLT as a “guiding philosophy” (Carpenter et al., 2021) to (re)design our asynchronous, online classes. As instructors, we noted that TiLT made a tangible, positive difference in student ownership and engagement in classroom tasks. To understand TiLT’s impact on students, we conducted a small-scale study in which we surveyed our students about their experience of the assignment instructions in our courses in terms of clarity, helpfulness, and other factors that affect student learning. The results of the study corroborated our idea that TiLT had a positive impact on student learning in our asynchronous, online classes. We conclude by arguing that TiLT is a valuable framework that enhances other best practices for online teaching.

Author's Biographies

SABRINA WENGIER is an Associate Professor of French and Interdisciplinary Studies at Middle Georgia State University. Her primary research interests include language pedagogy, the scholarship of teaching and learning, nineteenth-century French literature.

LORRAINE DUBUISSON is an Associate Professor of English at Middle Georgia State University. Her primary research interests include Victorian literature, early American literature, and the scholarship of teaching and learning.

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