Six critical dimensions: A model for widening participation in open, online and blended programs

Abstract

Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities in Internet use. First, the proposed model is introduced with definitions for the six dimensions (course purpose, technology, social support, autonomy, learning materials and skills) and research propositions for how the dimensions enable and constrain learning. A qualitative synthesis of empirically tested open and online programs (including massive open online courses) is used to clarify how the six critical dimensions interact to enable and constrain diverse learners in distance and blended modes. Results support the model with new definitions for each dimension in light of unexpected findings: courses designed to enable particular groups; breadth of learner supports; technology amplifying other dimensions; and aspects of the model designed to empower disadvantaged learners. This model should assist course design research and practice at higher education institutions where open and online provision for diverse and educationally disadvantaged learners is the current or approaching reality.

Echoing the voices of SWVIs under Covid-19 inspired online learning

“…As this study aimed at establishing the transition and online experiences of the SWVIs, it was expedient to check their reflections on their academic experiences before zooming into the online learning space. Lambert ( 2019 ) identified social support as a pillar in caring for people in need. Given this, the reflections of the participants mainly delved into transportation arrangements, software availability and being the silent minority.…”

“…Further analysis of the field data showed the SWVIs expressing their lack of technological skill. Consequently, the switch was likely to produce a counter effect of Lambert’s ( 2019 ) idea of purpose where the adoption of technology would end up deepening inequalities in schools. This goes to tell that despite the University’s provision of policies and assistive devices to help the SWVIs in their learning (UG, 2020b ), focus has not been on training them on the use of the University’s LMS and other tools for learning.…”

“…They theorised that in as much as students with good study skills and support may excel in online studies, those with special needs and challenging life situations may underachieve or truncate their studies. Their assertion brings into focus issues of social justice in open and online learning and the need to ensure access, participation and learner outcomes (Lambert 2019 ; Trotter et al 2018 ). Such inequities could be more pronounced and affect minority students such as the SWVIs in this study that Mutavati, et al ( 2020 ) termed such a situation shadow pandemic.…”

“…Such inequities could be more pronounced and affect minority students such as the SWVIs in this study that Mutavati, et al ( 2020 ) termed such a situation shadow pandemic. Lambert ( 2019 ) thus noted that the success of open [online] education can be measured “not by any particular technical feature or format, but instead by the extent to which they enact redistributive justice, recognitive justice and/or representational justice” (p. 239).…”

“…Assistive Technologies, (e.g., Spell-check and Correct Grammar Software, Supernova - magnification and screen reader software and JAWS -text-to-speech) shall be made available for individuals with special needs (p. 9) . Finally, Lambert’s ( 2019 ) six dimensions of widening online participation is captured as critical in providing care for SWVIs. The dimensions are technology (access and use and free online resources); autonomy (students’ choice and control over when and how much to study); purpose (improvement of socio-economic opportunities rather than deepening inequalities); skills (programme’s ability to overcome inequalities in a pre-existing digital environment); social support (programme’s ability to overcome inequality in social support) and learning materials (how textual, audiovisual materials, assessment and feedback are inclusive of learners’ sociocultural and linguistic diversity) (Beaven et al 2014 ; Daniel 2012 ; Devlin 2018 ; Funes and Mackness 2018 ; Negroponte et al 2006 ; Tait, 2015 ).…”