December 16, 2021
How online learning can support a more inclusive approach to higher education
The challenges presented by the pandemic have prompted a sector-wide re-think of higher-education provision in a radically changed world. It’s also sparked fresh discussions on how universities and other institutions can use what they’ve learned over the past eighteen months to deliver more assertively on access and participation and to accelerate recovery.
The lockdown-driven shift to online educational provision created a massive disruption to learning programmes for all age groups and demographics, taking lessons off campus and – initially, at least – leaving students more vulnerable and less likely to receive the support they needed.
An OECD study examining the impact of COVID-19 on student equity and inclusion found that, globally, those from low-income families, from immigrant and ethnic minority backgrounds or with special education needs, among others, faced additional barriers as a result of being deprived of physical learning opportunities, as well as in-person social and emotional support.
Many experts were concerned that, after years of work, their diversity equity and inclusion (DE&I) programmes would falter. However, the forced move to online provision not only offered students and educators a temporary lockdown lifeline but also gave fresh credence to an alternative approach to learning in a digital-first world, one that could meet the needs of diverse groups worldwide.
We already know that higher education can be a powerful way to create a more diverse workforce. But we also know that existing programmes can be inaccessible for those who may already face barriers – social, physical, geographical, and economic – that are exacerbated by traditional in-person learning provision.
How can online learning resources be designed to attract and support a more diverse student population that will, in turn, lead to greater diversity in the workplace?
Online learning can offer greater flexibility over how and where students learn, helping them to juggle studies with careers, caring responsibilities, and other personal commitments. Short ‘taster’ courses allow those without relevant background to explore subjects before committing to a full-time degree – and may even accrue credits towards further qualifications. Importantly, online degrees can cost less than on-campus programmes, providing additional flexibility for those who most need it.
When considering the framework around online learning programmes, as well as the course content itself, it’s important to consider accessibility for learners with varied abilities or who may come from a different cultural context. Some useful questions for consideration:
Although campus-based courses attract students looking for a rounded university experience, others may find it daunting – especially those who feel marginalised, underrepresented, or overwhelmed in large groups and unfamiliar settings.
Research by the University of Cambridge, for example, showed that women are two-and-a-half times less likely than their male counterparts to ask questions in seminars. It’s easy to see how similar biases could restrict responses from people with different cultural or ethnic backgrounds, divergent thinkers, and those with disabilities.
In fact, for students with disabilities, inclusion can be even more challenging. Studies have shown that these students are less likely to participate in on-campus clubs and activities and are more likely to drop out of university.
Moving away from the campus-only model and making resources and tuition support available in different ways offers a curated space for diverse learners to freely and safely communicate and collaborate. By default, this highly flexible and inclusive approach also makes it easier for international students to enrol in UK universities – a correction that’s desperately needed following the fluctuation in international applicants as a result of Covid-19 and changes to tuition fees for EU students following Brexit.
One of the key benefits of the remote learning model is the ability to pace and personalise learning to suit the individual students’ needs, tailored to their strengths:
The move to online learning doesn’t mean that students should lose their real-life connection with their university. It’s still important for educators to form meaningful relationships with students from the start of their educational journey – more so, if anything, than when students attend campus-based courses. By helping students feel included and valued – like they genuinely belong – from the outset, course leaders will build a sense of community that transcends physical space.
Recognising and using resources that represent the voices and experiences of those from different heritages and backgrounds and experiences will broaden a group’s outlook, at the same time making more people feel more comfortable and more included. Collaborative learning activities are key: establishing online discussion groups that encourage people to explore themes, challenge ideas and spark constructive dialogue within a structured model enables students to take on new roles and interact with their peers in a safe and supportive way.
It can be a difficult path to navigate; EdTech offers a platform for universities to engage with their students in more personalised ways while retaining the high level of interaction necessary to support individuals from all walks of life.
Universities in the UK have already been assigned a role in the government’s ‘levelling up’ agenda, via the development of access and participation plans (APP) created in collaboration with communities and employers to diversify graduate intakes and create programmes that deliver the skills they need.
This provision needs to be fortified in the wake of Covid-19. In its 2021 annual review, the Office for Students (OfS) stated that the pandemic has resulted in disadvantaged students falling ‘further behind’; the independent regulator for higher education in England has recently appointed a new Director for Fair Access and Participation to ‘think innovatively’ about accelerating social mobility.
Against this backdrop, education providers now have an opportunity to create a new framework that will make education more accessible and more inclusive, at the same time improving learning outcomes for all by creating dynamic career pathways for students from more diverse backgrounds.
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Automation in online education
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Motivating online students to support each other
Clear intentions, guiding principles, well-chosen, and well-instructed activities greatly increase students’ participation in peer learning
There are a variety of strategies to help students feel engaged and motivated to participate in online distance learning (ODL) programmes, but perhaps none are more powerful than finding ways to motivate students to interact with their peers.
Effective peer learning in online courses
How to motivate students to participate and genuinely benefit from learning from their peers
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Much of the discussion around the recent global shift from campus-based to remote-learning models has centred on the quality of online programmes of study – more particularly on how universities can effectively motivate, support, and assess individuals as part of a dispersed student population.
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