Cultivating Equitable Online Learning Through Cultural Inclusivity

• In Event: Promoting Justice and Equity in Online Learning Contexts

Abstract

This empirical study examined K-20 educators’ perceptions of designing for cultural inclusivity in online learning. Data were collected from 81 participants through a survey questionnaire. The research question examined the gender differences in designing for cultural inclusivity in online learning. Independent t-tests explored between-subject effects for gender group differences in culturally inclusive instructional design. Findings indicated statistically significant gender group differences in the perception of overall culturally inclusive instructional design construct and particularly in the teaching presence. Female participants had higher scores on their perception of designing and facilitating cultural inclusivity in online learning. Implications include leveraging feminist perspectives such as lived experiences and ethics of care to cultivate caring online communities that are culturally inclusive.

Authors

• Nandita S. Gurjar, Rhode Island College

• Haiyan Bai, University of Central Florida