While online learning resources are proliferating in all education delivery modes, from traditional classes to distance learning, institutions may have not recognized their potential for addressing diverse student populations, providing them online with learning experiences according to their individual needs. If teachers embrace online learning and customize their approaches to make online resources accessible to students, the interactive and collaborative nature of online learning may help reduce the lack of interaction in large classes and isolation in distance education. Research reports the need to examine the accessibility of online learning through the lenses of the digital divide dependence on factors related to physical access, skills and motivational factors. The circumstances of the pandemic have revealed inequality in access to education caused by access to technology and online delivery in which teaching approaches may not necessarily address the student voice with appreciation of their culture. Discussion address Kuo and Belland (Educ Technol Res Dev 64:661–680, 2016) article which reports experiences of minority students (e. g., African-American) in continuing education indicating that there has been little study of minority students' use of online learning resources. Authentic learning is highlighted by critical pedagogy as a means of engaging students in real-life problems and giving meaning to their real-life contexts as sources of learning and among which digital spaces play a prominent role in students’ meaning-making.

虽然在线学习资源在从传统课程到远程学习的所有教育提供模式中都在激增，但机构可能没有认识到它们在满足不同学生群体需求、根据他们的个人需求为他们提供在线学习体验方面的潜力。如果教师拥抱在线学习并定制方法，让学生可以访问在线资源，在线学习的互动和协作性质可能有助于减少大课堂中互动的缺乏和远程教育中的孤立。研究报告称，需要通过数字鸿沟的视角来审视在线学习的可及性，而数字鸿沟依赖于与物理访问、技能和动机因素相关的因素。大流行的情况揭示了由于技术和在线教学的获取而导致的受教育机会不平等，其中教学方法不一定能满足学生的声音并欣赏他们的文化。讨论地址 Kuo 和 Belland (Educ Technol Res Dev 64:661–680, 2016) 文章，该文章报告了少数族裔学生（例如非裔美国人）在继续教育中的经历，表明很少有关于少数族裔学生使用在线学习的研究资源。批判教学法强调真实学习是一种让学生参与现实生活问题并赋予他们作为学习来源的现实生活环境的意义的手段，其中数字空间在学生的意义建构中发挥着重要作用。