Inclusion, Diversity, Equity and Access: Online Teaching Strategies and Institutional Support
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| Title: | Inclusion, Diversity, Equity and Access: Online Teaching Strategies and Institutional Support |
|---|---|
| Language: | English |
| Authors: | Beth Oyarzun (ORCID |
| Source: | American Journal of Distance Education. 2024 38(4):302-323. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Diversity, Inclusion, Equal Education, Distance Education, Teaching Methods, Technology Uses in Education, Educational Policy, Freedom, Personal Autonomy, Learner Engagement, Evaluation Methods, Access to Education, Faculty, Teacher Attitudes, Universities, Online Courses, Culturally Relevant Education, Teacher Motivation, Disadvantaged, Access to Computers, Teacher Characteristics, Teacher Student Relationship |
| DOI: | 10.1080/08923647.2024.2366595 |
| ISSN: | 0892-3647 1538-9286 |
| Abstract: | Research on online teaching and learning has increased however there is still a need for research to focus on inclusion, diversity, equity and access in online teaching and learning. This qualitative case study aims to identify inclusion, diversity, equity and access strategies for design, facilitation, assessment and of online courses. In addition, it also examines the institutional support and policies that currently exist or are needed for online instruction. Twenty one instructors who taught online at a southeastern university were interviewed. Through two rounds of coding and categorizing, the research team identified several themes. For design and facilitation, the emerging IDEA themes included freedom and autonomy, diversity as a course topic, diverse perspectives, flexibility, and building relationships. For assessment and evaluation, the themes that emerged included assessment design, learner participation, soliciting student feedback, evaluation criteria, and instructor commitment. For institutional support and policies, themes that emerged included need for integrated support, and the need for policies and evaluation criteria. The findings from this study have implications for online instructors, instructional designers, administrators, students, and researchers to integrate inclusion, diversity, equity and access effectively in online courses. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450226 |
| Database: | ERIC |
| Abstract: | Research on online teaching and learning has increased however there is still a need for research to focus on inclusion, diversity, equity and access in online teaching and learning. This qualitative case study aims to identify inclusion, diversity, equity and access strategies for design, facilitation, assessment and of online courses. In addition, it also examines the institutional support and policies that currently exist or are needed for online instruction. Twenty one instructors who taught online at a southeastern university were interviewed. Through two rounds of coding and categorizing, the research team identified several themes. For design and facilitation, the emerging IDEA themes included freedom and autonomy, diversity as a course topic, diverse perspectives, flexibility, and building relationships. For assessment and evaluation, the themes that emerged included assessment design, learner participation, soliciting student feedback, evaluation criteria, and instructor commitment. For institutional support and policies, themes that emerged included need for integrated support, and the need for policies and evaluation criteria. The findings from this study have implications for online instructors, instructional designers, administrators, students, and researchers to integrate inclusion, diversity, equity and access effectively in online courses. |
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| ISSN: | 0892-3647 1538-9286 |
| DOI: | 10.1080/08923647.2024.2366595 |
