Online Learning for All: Addressing Best Practices and Systemic Inequities

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Author(s): Deborah A. Scigliano (Duquesne University, USA)and David Parker (University of Utah, USA)
Copyright: 2021
Pages: 21
Source title: Handbook of Research on Inequities in Online Education During Global Crises
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Joseph Blankson (Ohio Northern University, USA)and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/978-1-7998-6533-9.ch014

Keywords: Distance Education / Education / Educational Technologies / Information Science Reference

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Abstract

The current pandemic has brought to light two areas of the online American educational system that need to be improved. One is the need to promote a greater sense of online teaching efficacy, leading to the ability to navigate the online teaching environment to promote student learning. The other is addressing the disparities that the pandemic uncovered associated with involving all learners in the online environment. Online learning for all learners and structures/systems that support equity is needed to have a seat at the table, whether that table is face-to-face or online. This chapter will address best practices of engaging learners in an online environment that can positively impact teacher online self-efficacy. The institutional culture and climate which led to the disparities that left many institutions rushing to make sure that all their learners would be served will be examined.

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Online Learning for All: Addressing Best Practices and Systemic Inequities

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