ror.org/04k2ezm16
Abstracts
Abstract
As Canadian post-secondary institutions emerge from the pandemic restrictions, they are in a historically unique position to assess how online education has both facilitated and hindered learning, and how the effects might be greater for some. In this study, open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey were analyzed to understand how online and/or hybrid learning both supported equity, diversity, and inclusion (EDI) and presented EDI-related challenges. The findings were that: (a) online and hybrid learning presents challenges of access for students marginalized by “race,” class, and location; (b) online and hybrid learning supports EDI by increasing access and flexibility; (c) pedagogy and course design are central to ensuring that online and/or hybrid learning supports EDI; and (d) student experiences and expectations around online learning indicate a need for support and flexibility. These findings highlight some of the promises of online and hybrid learning, but they also bring to light some of the challenges. This paper discusses three challenges, access, pedagogy, and technology, as well as flexibility, and recommendations that might begin to address EDI.
Keywords:
- Equity,
- Diversity,
- Inclusion,
- Accessibility,
- Online Learning,
- Hybrid Learning
Résumé
Alors que les établissements d’enseignement postsecondaire canadiens sortent des restrictions liées à la pandémie, ils sont dans une position historiquement unique pour évaluer comment l’éducation en ligne a à la fois facilité et entravé l’apprentissage et comment les effets pourraient être plus importants pour certains que pour d’autres. Dans cette étude, les commentaires ouverts du sondage national du printemps 2022 de l’Association canadienne de recherche en apprentissage numérique ont été analysés afin de comprendre comment l’apprentissage en ligne et/ou hybride soutenait l’équité, la diversité, et l’inclusion (EDI) et présentait des défis liés à l’EDI. Les conclusions étaient les suivantes : (a) l’apprentissage en ligne et hybride présente des défis d’accès pour les élèves marginalisés par la « race », la classe et l’emplacement ; (b) l’apprentissage en ligne et hybride soutient l’EDI en augmentant l’accès et la flexibilité; (c) la pédagogie et la conception des cours sont essentielles pour s’assurer que l’apprentissage en ligne et / ou hybride soutient l’EDI; et (d) les expériences et les attentes des élèves en matière d’apprentissage en ligne indiquent un besoin de soutien et de flexibilité. Ces résultats mettent en évidence certaines des promesses de l’apprentissage en ligne et hybride, mais ils mettent également en lumière certains des défis. Ce document traite de trois défis, l’accès, la pédagogie, et la technologie, et la flexibilité, et les recommandations qui pourraient commencer à aborder l’EDI.
Mots-clés :
- apprentissage en ligne,
- apprentissage hybride,
- accessibilité,
- équité,
- diversité,
- inclusion
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Appendices
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