Unpacking the Hidden Curriculum

Asynchronous online education differs from traditional classroom education in many aspects, beginning with physical distance from the instructor and classmates, and the 24/7 availability of instruction. Yet many instructors share the perspective that students will intuitively understand the hidden curriculum and thereby lose an opportunity to support students in this new environment.  

[the] hidden curriculum consists of terms and unwritten rules undergraduates are expected to know, the presumed rules of conduct, and the implicit assumptions and tacit rules that faculty members expect students to recognize. [2024, Inside Higher Ed]

How might unwritten expectations manifest differently online?

• Participation: In a physical classroom, participation is often spontaneous and vocal. Online participation might mean contributing to discussion boards or group chats, but the frequency, tone, and length of posts can be ambiguous unless explicitly outlined. For example, students may not realize that merely "liking" a peer's post or submitting minimal responses doesn't fulfill participation expectations.

• Collaboration: Group work in an online setting often relies on tools like shared documents or video meetings, but students may be unfamiliar with the norms and procedures for delegating tasks or maintaining consistent communication in this format.

• Professional Communication: Instructors might assume students know how to compose professional emails or discussion responses, but many may struggle without explicit guidance.

• Institutional and Academic Supports: Online students are often unaware of the range of institutional and academic resources available to them, either because these services are not actively promoted or because students assume such resources are only accessible to on-campus learners. This gap can leave students feeling isolated or unsupported, which negatively impacts their academic success and overall experience.

• Time Management: Students may need explicit tips on scheduling consistent times for coursework, especially since online courses often lack a fixed "class time."

Examples of Hidden Curriculum Components Online

Netiquette

• Students might not intuitively know to avoid all-caps writing, use respectful language, or format their posts for readability.

Strategies for Instructors to Make the Hidden Curriculum Explicit

1. Orientation and Onboarding

   • Create a Getting Started module or video explaining the norms and expectations of the course, including technical tools, communication standards, academic and institutional support information and how to use the services, and tips for managing time effectively in an asynchronous format.

   • Offer a "practice" assignment that mimics real coursework to familiarize students with expectations.

2. Set Clear Expectations Early

   • Provide detailed rubrics for participation and assignments, specifying what constitutes meaningful contributions (e.g., "Each post should reference course materials and pose a question for further discussion.").

   • Include examples of "good" and "poor" participation or assignment responses.

   • Establish routine procedures. Specify file formats, file naming conventions, and include a quick and plain language checklist of what’s to be completed for assignments.

3. Frequent and Transparent Communication

   • Use announcements, messages, or a course questions discussion board to clarify expectations, address common questions as they arise, and remind students of resources such as the educational access center, library, writing center, technical support, career services, and counseling.

   • Provide feedback not only on content but also on process. For instance, comment on student discussions to highlight where they successfully followed the course norms and where they could improve.

4. Foster a Supportive Community

   • Create opportunities for peer-to-peer interaction to help students learn from one another (e.g., "Ask your classmates one question about the week's material").

   • Encourage group norms or guidelines for collaborative work, which can reduce ambiguity in expectations.

5. Regular Check-ins and Self-Assessment Tools

   • Use surveys or reflections to help students evaluate their understanding of course expectations and their own progress.

   • Offer optional synchronous Q&A sessions to clarify confusion about hidden expectations.

Example Implementation

An instructor might provide the following resources:

• A "How to Succeed in This Course" guide with examples of appropriate discussion posts and where to go for help.

• A “Course FAQ” to address unwritten rules like netiquette, or how to request an extension or explain an absence.

• A Course Questions discussion forum where students may post questions about 

• A short quiz in Week 1 covering expectations and guidelines to ensure students understand the course structure.

Related Information

• College’s hidden curriculum’s essential role in preparing students for life post-graduation, from Inside Higher Ed

• Humanizing Online Learning, from eCampus Center