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Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching

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Title: Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching
Authors: Ryan A. Miller (ORCID 0000-0002-1855-9887), Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob Frankovich
Source: Online Learning. 2023 27(3):387-406.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Faculty, Teacher Attitudes, Inclusion, Diversity, Equal Education, Access to Education, Electronic Learning, Soft Skills, Instructional Design, Educational Experience, Urban Education, Higher Education
ISSN: 2472-5749
2472-5730
Abstract: This study contributes to a better understanding of instructors' perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion--with access as a baseline expectation and inclusion operationalized as relationship building--rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1407930
Database: ERIC
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  Data: Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching
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  Data: <searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1855-9887">0000-0002-1855-9887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cathy+D%2E+Howell%22">Cathy D. Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Beth+Oyarzun%22">Beth Oyarzun</searchLink><br /><searchLink fieldCode="AR" term="%22Florence+Martin%22">Florence Martin</searchLink><br /><searchLink fieldCode="AR" term="%22Shawn+Knight%22">Shawn Knight</searchLink><br /><searchLink fieldCode="AR" term="%22Jacob+Frankovich%22">Jacob Frankovich</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2023 27(3):387-406.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: <searchLink fieldCode="DE" term="%22Faculty%22">Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Soft+Skills%22">Soft Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Education%22">Urban Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: 2472-5749<br />2472-5730
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  Data: This study contributes to a better understanding of instructors' perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion--with access as a baseline expectation and inclusion operationalized as relationship building--rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
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      – SubjectFull: Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Equal Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Soft Skills
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      – SubjectFull: Instructional Design
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      – SubjectFull: Educational Experience
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      – SubjectFull: Urban Education
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      – SubjectFull: Higher Education
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      – TitleFull: Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching
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