Realising the inclusive potential of online teaching and learning for marginalised students

Authors

  • Donna Hurford University of Southern Denmark
  • Andrew Read London South Bank University

DOI:

https://doi.org/10.21100/compass.v14i1.1155

Keywords:

widening participation, eLearning, inclusion, Covid-19

Abstract

Online teaching and learning can contribute to inclusive and accessible teaching and learning. By prioritising inclusion, accessibility and careful planning we will find the potential in online platforms and resources and our most marginalised students will benefit most.

Author Biographies

Donna Hurford, University of Southern Denmark

Academic Developer, Centre for Teaching and Learning

Andrew Read, London South Bank University

Head of Education Division, School of Law and Social Sciences

References

Aldridge, R., Lewer, D., Katikireddi, S.V., Mathur, R., Pathak, N., Burns, R., Fragaszy, E.B., Johnson, A.M., Devakumar, D., Abubakar, I. and Hayward, A. (2020) ‘Black, Asian and Minority Ethnic groups in England are at increased risk of death from COVID-19: indirect standardisation of NHS mortality data.’ Wellcome Open Research. Available at: https://wellcomeopenresearch.org/articles/5-88/v2 (Accessed: 03 September 2020).

Amos, V. and Doku, A. (2019) ‘Black, Asian and Minority Ethnic Student Attainment at UK Universities: #Closing the Gap.’ Available at: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/bame-student-attainment-uk-universities-closing-the-gap.aspx (Accessed: 03 September 2020).

Baker, S. (2020) ‘Coronavirus: growing number of UK universities move to online teaching.’ Times Higher Education Supplement, 13 March. Available at: https://www.timeshighereducation.com/news/coronavirus-growing-number-uk-universities-move-online-teaching (Accessed: 03 September 2020).

Department for Education (2020) ‘Higher education: reopening buildings and campuses.’ Available at: https://www.gov.uk/government/publications/higher-education-reopening-buildings-and-campuses/higher-education-reopening-buildings-and-campuses (Accessed: 03 September 2020).

Johnson, D.W., Johnson, R.T. and Smith, K.A. (2014) ‘Cooperative learning: Improving university instruction by basing practice on validated theory.’ Journal on Excellence in College Teaching, 25(3&4), 85-118. Available at: ISSN: 1052-4800 (Accessed: 19 December 2020).

Masika, R. and Jones, J. (2016) ‘Building student belonging and engagement: insights into higher education students’ experiences of participating and learning together.’ Teaching in Higher Education, 21(2), 138-150. Available at: DOI: 10.1080/13562517.2015.1122585 (Accessed: 17 December 2020).

Novak, J. and Gowin, B. (1984) Learning How to Learn. New York: Cambridge Press. Available at: DOI: https://doi.org/10.1017/CBO9781139173469 (Accessed: 19/12/2020).

Parmelee, D. and Michaelsen, L.K. (2010) ‘Twelve tips for doing effective Team-Based Learning (TBL).’ Medical Teacher, 32, 118-122. Available at: DOI: 10.3109/01421590903548562 (Accessed: 17 December 2020).

Quality Assurance Agency for Higher Education (2020) ‘COVID-19: Thematic Guidance – practice and lab-based assessment.’ Available at: https://www.qaa.ac.uk/docs/qaa/guidance/covid-19-thematic-guidance-practice-lab-based-assessment.pdf (Accessed: 30 November 2020).

Tinto, V. (2017) ‘Reflections on Student Persistence.’ Student Success: A journal exploring the experiences of students in tertiary education, 8(2), 1-8. Available at: https://doi.org/10.5204/ssj.v8i2.376 (Accessed: 17 December 2020).

Universities UK (2020) ‘Most universities will teach in-person this autumn.’ Available at: https://www.universitiesuk.ac.uk/news/Pages/Most-universities-will-teach-in-person-this-autumn.aspx (Accessed: 03 September 2020).

Downloads

Published

01/28/2021

Issue

Vol. 14 No. 1 (2021): Compass: Journal of Learning and Teaching

Section

Opinion Pieces

License

Compass: Journal of Learning & Teaching provides immediate open access to its content on the principle that making research freely available to the public supports a more equitable global exchange of knowledge.

 

Works are released under the default licence of Creative Commons Attribution 4.0 International (CC BY) licence, which provides unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. If authors require a divergent licence, please contact [happy to have 'the Scholarly Communications Manager' (ks8035h@gre.ac.uk) listed here if that is easier.]

 

Authors of articles published in Compass: Journal of Learning & Teaching remain the copyright holders to their published work and grant third parties the right to use, reproduce, and share the article according to terms of the Creative Commons license agreement applied to the work by Compass: Journal of Learning & Teaching.

 

Self-archiving policy: authors are permitted, and encouraged, to deposit any version of their article - submitted, accepted, and published versions - in subject and institutional repositories at any time. 

 

If you have any queries about the choice of license, or which to discuss other options, please contact the Scholarly Communications Manager at scholarlycommunications@greenwich.ac.uk.