Barriers to Equity, Diversity, Inclusion, and Accessibility in Online Higher Education Teaching

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Understanding and Supporting Black and Hispanic Faculty

Abstract

This mixed-methods study investigated the barriers Canadian post-secondary instructors face when trying to apply equity, diversity, inclusion, and accessibility (EDIA) principles in online teaching. Survey (n=281) and interview (n=15) data reveal that instructors feel significantly less efficacious implementing EDIA online than in person. Key challenges include unequal technological access, student anonymity, and the absence of casual interactions, which hinder instructors’ ability to identify and support diverse student needs. The findings emphasize that online teaching is a distinct educational context requiring specific pedagogical strategies regarding EDIA. This study argues that professional development for EDIA in the online context must move beyond issues of technology to also address relationship-building practices necessary for creating a supportive environment.

Authors

• Julia Forgie, University of Toronto

• Heidi Kenkel, University of Toronto - OISE

• Avery Chien, University of Toronto