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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 0000-0001-7886-8190), Florence Martin, Cathy D. Howell, Ryan A. Miller
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
FullText Text:
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  Data: Inclusion, Diversity, Equity and Access: Online Teaching Strategies and Institutional Support
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  Data: <searchLink fieldCode="AR" term="%22Beth+Oyarzun%22">Beth Oyarzun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7886-8190">0000-0001-7886-8190</externalLink>)<br /><searchLink fieldCode="AR" term="%22Florence+Martin%22">Florence Martin</searchLink><br /><searchLink fieldCode="AR" term="%22Cathy+D%2E+Howell%22">Cathy D. Howell</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan+A%2E+Miller%22">Ryan A. Miller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Journal+of+Distance+Education%22"><i>American Journal of Distance Education</i></searchLink>. 2024 38(4):302-323.
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  Data: 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
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  Data: 22
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  Data: 10.1080/08923647.2024.2366595
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  Data: 0892-3647<br />1538-9286
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  Data: 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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        Value: 10.1080/08923647.2024.2366595
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      – Text: English
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      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: Equal Education
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