From the Margins to the Mainstream: The Online Learning Rethink and Its Implications for Enhancing Student Equity

Autor/in	Stone, Cathy
Titel	From the Margins to the Mainstream: The Online Learning Rethink and Its Implications for Enhancing Student Equity
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 6, S.139-149 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stone, Cathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Electronic Learning; Equal Education; Higher Education; Access to Education; College Students; Disproportionate Representation; Educational Quality; Mainstreaming; COVID-19; Pandemics; Student Participation; Distance Education; Technology Uses in Education; Online Courses + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Quality of education; Bildungsqualität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs
Abstract	From being largely at the margins of higher education for many years, online learning now finds itself in the mainstream. This paper offers a critique of the online learning literature both pre- and post-2020, looking at changes in response to this shift. Evidence tells us that online learning plays a significant role in enhancing student equity, widening higher education access and participation for many students who would have found it difficult, if not impossible, to attend university on campus. This includes students from government-identified equity backgrounds, as well as other student cohorts underrepresented at university, such as older working students, parents, and others with caring responsibilities, and those from families with no previous experience of university. The mainstreaming and normalising of online learning now presents an opportunity for universities to learn from both past and emerging evidence, to evaluate past practice and offer a more flexible learning experience that better meets the needs of an even wider range of students. Keeping online learning firmly in the mainstream, while taking an evidence-based approach to ensuring the quality of its design and delivery, has the potential to enhance student equity on a much broader scale. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01