Online education viewed through an equity lens: Promoting engagement and success for all learners

Farley, Irish A.; Burbules, Nicholas C.

doi:10.1002/rev3.3367

Cited by 13 publications

(3 citation statements)

References 70 publications

(185 reference statements)

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“…While recognising that creating inclusive and equitable classroom environments alone cannot increase representation, it can positively affect the retention and inclusion of marginalized community members (Pérez-Quiñones et al, (2023). Some categories included in the traditional grading system, such as homework, only accommodate students who have access to a restful studying environment, access to electricity always, and possibly have parents with a college education (Farley & Burbules, 2022). Individuals from impoverished neighbourhoods where the access to well-lit rooms is not possible and whose parents cannot help them in accomplishing homework when they encounter difficulties are more likely to turn in their work incomplete or late.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study

2024

FeD

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Grading for Equity is a pedagogical approach founded on principles of educational equity whereby educators strive to mitigate systemic barriers to learning by implementing alternative grading practices that enhance student performance. This study examined the critical role of equitable grading practices in fostering student success and promoting educational equity. A qualitative method using phenomenological inquiry in order to investigate how Jefferson High School students change their academic performance through grading for equity was used in the study. The data was collected and analysed using thematic analysis and Interpretative Phenomenological Analysis (IPA), by conducting a semi-structured interview with 12 diverse participants. The researchers ensured that the study followed protocols concerning securing permission from the school administration and student parents or guardians. A positive result was revealed when the data interpretation showed how beneficial this practice was to students' engagement and performance. This grading for Equity impacted not only the performance of each student but also the mindset to achieve academic success. This study suggests implementing clear policy guidelines, providing ongoing professional development for teachers, ensuring equitable grading practices across the curriculum, and conducting further research on effective grading strategies. This course of action will have a huge impact on our future generation.

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Section: Literature Reviewmentioning

confidence: 99%

Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study

2024

FeD

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“…The #MeToo and Black Lives Matter movements, as well as the Truth and Reconciliation discourse, together with the global search for sexual orientation and gender inclusion policy and legislation, have all radically transformed the public landscape (Crawford et al, 2019). In higher education in particular, this profound rethink has meant a move away from a narrow lens on learner diversity that focused solely on impairment and disability (Farley & Burbules, 2022). There is a growing need, as a result, to equip faculty with hands on tools to translate these social justice objectives into their teaching and learning practices.…”

Section: Wide Societal Transformationmentioning

confidence: 99%

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Fovet

2023

APUBS

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Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.

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“…These themes are supported by Farley and Burbules' (2022) meta-synthesis of current research. Farley and Burbules (2022) argued that online and blended learning offer the potential to expand access to education, but caution that a one-size-fits-all approach does not address the diverse needs of students. There is a "substantial body of research that documents differential access and unequal educational satisfaction and outcomes in online and blended learning environments" (Introduction section, para.…”

Section: The Challenges and Promise Of Edi In Online Learningmentioning

confidence: 99%

Accès à l'éducation : équité, diversité et inclusion dans l'apprentissage en ligne

Ikebuchi

2023

CJLT

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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.

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Online education viewed through an equity lens: Promoting engagement and success for all learners

Cited by 13 publications

References 70 publications

Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study

Exploring the Impact of Grading for Equity on Student’s Academic Performance: A Qualitative Study

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Accès à l'éducation : équité, diversité et inclusion dans l'apprentissage en ligne

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