Abstract

Online learning outcomes have indicated both a gap between online and face-to-face learning and the amplification of this gap for low-income and minority learners. Evidence from studies across K–16 reveals equity issues regarding access to online courses; student attendance and achievement; and, most recently, the impact of the pandemic. This article uses Warschauer’s conceptual framework of resources that shape digital inclusion—physical, human, and social—to conceptualize the equity concerns that arose during the pandemic-induced shift to emergency distance learning. This framework reveals equity issues across all three areas from abruptly moving millions into online learning environments without: requisite access to up-to-date computers and broadband internet access, the skills needed to succeed in less structured online classes, or teachers trained to effectively conduct classes online. Finally, we leverage Warschauer’s framework to discuss ways to address these concerns and increase equity in online learning, as well as directions for research.

摘要

在线学习结果表明在线学习和面对面学习之间存在差距，并且对于低收入和少数族裔学习者来说，这种差距正在扩大。来自 K-16 研究的证据揭示了关于访问在线课程的公平问题；学生出勤率和成绩；以及最近的流行病的影响。本文使用 Warschauer 塑造数字包容性的资源概念框架（物理的、人类的和社会的）来概念化在大流行引起的向紧急远程学习转变期间出现的公平问题。该框架揭示了所有三个领域的公平问题，从突然将数百万人转移到在线学习环境中，没有：对最新计算机和宽带互联网接入的必要访问，在结构较少的在线课程中取得成功所需的技能，或受过有效在线授课培训的教师。最后，我们利用 Warschauer 的框架来讨论解决这些问题和提高在线学习公平性的方法，以及研究方向。