Description
In response to the COVID-19 pandemic, many educational institutions implemented social distancing interventions such as initiating closure, developing plans for employees to work remotely, and transitioning teaching and learning from face-to-face classrooms to online environments. The abrupt switch to online teaching and learning, for the most part, has been a massive change for administration, faculty, and students at traditional brick-and-mortar universities and colleges as concerns regarding the pedagogical soundness of this mode of delivery remain among some stakeholders. Not only that, but the switch has also revealed the inequities in the system when it comes to the types of students universities serve. It is important as institutions move forward with online instruction that consideration be made about all students and what policies and strategies need to be put into place to help support and meet the needs of all constituents now or when unprecedented situations arise. The only way this can be done is by documenting the experiences through the eyes of faculty who were at the frontline of providing instruction and advising services to students.
The Handbook of Research on Inequities in Online Education During Global Crises brings to light the struggles faculty and students faced as they were required to switch to online education during the global COVID-19 health crisis. This crisis has revealed inequities in the educational system as well as the specific effects of inequities when it comes to learning online, and the chapters in this book provide information to help institutions be better prepared for online education or remote learning in the future. While highlighting topics such as new educational trends, remote instruction, diversity in education, and teaching and learning in a pandemic, this book is ideal for in-service and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in the inequalities within the educational systems and the new policies and strategies put in place with online education to combat these issues and support the needs of all diverse student populations.
Author's/Editor's Biography
Lydia Kyei-Blankson (Ed.)
Lydia Kyei-Blankson
is a Full Professor who teaches graduate research methods courses. Also, she serves on many doctoral dissertation committees. To date, she has served on 56 dissertations. She is currently the Senior Research Fellow at NACADA: The Global Community for Academic Advising Center for Research at Kansas State University (KSU) and also serves on the editorial board of International Journal of Information and Communication Technology Education, Planning and Changing, and Impacting Education: Journal on Transforming Professional Practice. She is the recipient of the Manahan Family Teaching award, the University Research Initiative award, the University Teaching Initiative award, the EAF Spirit award, and the EAF Scholarship Productivity award.
Joseph Blankson (Ed.)
Joseph Blankson is the Educational Technology Manager at Ohio Northern University in Ada, Ohio. Dr. Blankson has extensive experience in supporting innovative curriculum development, including integration of technologies into higher education programs. He has designed and facilitated numerous professional development activities in the use of educational technologies, online/hybrid course design and provided instructional development services particularly with Learning Management Systems for faculty, staff and students. He has also taught educational technology courses at the undergraduate and graduate levels. Joseph has particular interest in using emerging technologies to promote excellence in teaching and learning, the design of web-based instruction and faculty development in the use of technology for teaching and learning.
Esther Ntuli (Ed.)
Esther Ntuli
is a Professor in the College of Education at Idaho State University. She specializes in curriculum and instruction, early childhood education, and instructional technology. Since joining ISU in 2011, she has held key leadership roles, including Department Chair and Associate Dean. Her research focuses on classroom technology integration, teacher education, assessment, and culturally responsive practices. A published author of multiple books and journal articles, Dr. Ntuli has been recognized with the Faculty Excellence Award and was a finalist for the East Idaho Women of Influence award