Accessing Education: Equity, Diversity, and Inclusion in Online Learning

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A recently published paper explores the challenges and opportunities for equity, diversity, and inclusion (EDI) in online and hybrid learning. The study found that online and hybrid learning both supports and presents challenges to EDI, and that pedagogy and course design must be considered as a first step in addressing some of the challenges to EDI.

The study also found that further student support is needed to facilitate equity, diversity, and inclusion in online learning.

Overall, the paper highlights the importance of addressing EDI in online and hybrid learning and offers several recommendations for doing so.

These recommendations include:

  • Prioritizing the implementation of policies that support equity, diversity, and inclusion.
  • Considering the principles of Universal Design for Learning (UDL) to ensure that course materials are accessible to all learners.
  • Providing training for instructors to use UDL principles to design and deliver courses that are inclusive and accessible to all learners.
  • Providing support for learners who face challenges related to access, such as those with learning differences and/or disabilities, or those who live in underserved, remote/rural communities.
  • Engaging with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.
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UDL and Blended Learning: Thriving in Flexible Learning Landscapes
  • Novak, Katie (Author)
  • English (Publication Language)
  • 232 Pages – 05/29/2021 (Publication Date) – Impress (Publisher)

The paper also highlights the need for further student support to facilitate equity, diversity, and inclusion in online learning, and encourages readers to engage with reconciliation, decolonization, and Indigenization as part of the pursuit of EDI goals.



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3 Pillars of High-quality Blended Learning

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Catlin Tucker continues to lead the way in blended learning. Her most recent post outlines the three pillars of high-quality blended learning.

Tucker describes the three pillars of successful blended learning are student agency, differentiation, and control over the learning pace. Student agency involves giving students meaningful choices in their learning process, such as content-based choices on subjects or topics and process-based decisions on learning approaches or resources, fostering a sense of responsibility and engagement.

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The Complete Guide to Blended Learning: Activating Agency, Differentiation, Community, and Inquiry for Students (Essential guide to strategies and … student learning in blended environments)
  • Catlin R. Tucker (Author)
  • English (Publication Language)
  • 232 Pages – 07/05/2022 (Publication Date) – Solution Tree Press (Publisher)

Differentiation, the second pillar, requires adjusting teaching methods to address each student’s unique needs and abilities. This could involve varying assignments based on proficiency levels or providing structured guides for students who need additional support. The final pillar is student control over the pace of learning. Misalignment between the pace of learning and the learner’s needs can lead to disengagement or distraction; therefore, granting students autonomy over the speed at which they learn enhances engagement and success. By integrating these pillars, educators can create robust blended learning environments, enhancing student engagement and improving educational outcomes.