Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees

Crea, Thomas M.; Sparnon, Neil

doi:10.1186/s41239-017-0081-y

Cited by 39 publications

(72 citation statements)

References 24 publications

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“…This highlights the importance of strategic student success programmes for facilitating transition into higher education for refugees, in order to achieve the UN Sustainable Development Goals of having a collective responsibility to ensure that educational systems adapt to the needs of refugees to ensure this vulnerable group is visible and accounted for in educational provision. Through the provision of these supports for refugees the financial, structural, cultural, and digital equity barriers to accessing higher education may be overcome (Crea & Sparnon, 2017;Traxler, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Central to the DCU online scholarships is not only the provision of access to HE but also the provision of access to the internet, a laptop and the digital skills training necessary to overcome the inequalities inherent in the Irish Direct Provision system (Farley & Willems, 2017). The aim of this initiative is to aid refugees and asylum seekers in overcoming the significant financial, structural, cultural, and digital equity barriers to accessing higher education (Crea & Sparnon, 2017;Traxler, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Duelling identities in refugees learning through open, online higher education

et al. 2019

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This paper reports on a qualitative study of the transition experiences of refugees studying through open and online higher education. Online, open education programmes have considerable potential to provide flexible access to education for refugees, who are not well represented within higher education. As part of a wider University of Sanctuary initiative, interview data from six Ireland-based refugees was analysed using a data-led, qualitative methodological framework grounded in discursive psychology. Findings indicate that participants’ transition narratives are typical in many ways as they form student identities while managing their existing identities and begin to feel, or not, that they belong. Participants constructed a stark divide between two duelling identities, between their identity as a refugee and their new identity as an online learner. Identification with the university was emphasised in contrast to disidentification with the ‘asylum world’. These findings indicate that a strategically connected approach to supporting refugees transition into higher education can impact positively on these students.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Duelling identities in refugees learning through open, online higher education

et al. 2019

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“…For example, virtual support networks proved to be of great value for refugees pathways to higher education, especially for female refugees in refugee camps (Dahya and Dryden-Peterson 2017). Other studies documented relevant shortcomings of online education, e.g., lack of cultural adaptation (Crea and Sparnon 2017). In general, still little is known about the overall impact of these projects.…”

mentioning

confidence: 99%

“…In general, still little is known about the overall impact of these projects. Up to now, it remains unclear to what degree online education provides comprehensive solutions to integrate disadvantaged groups into higher education, and what the beneficiary effects, the intricacies, challenges, and limitations of these online education offers are (GIZ 2016;Crea and Sparnon 2017;UNESCO 2018).…”

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confidence: 99%

Refugees and online education: student perspectives on need and support in the context of (online) higher education

Halkic

Arnold

2019

Learning, Media and Technology

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Online education and in particular Massive Open Online Courses (MOOCs) are often regarded as a way to solve global educational challenges. In this article, we highlight the students' uptake of such a 'digital solution'. Presenting initial findings from a research project in Germany, we situate our investigation in the specific context of digital educational offers for refugees, using Kiron Open Higher Education as an example. Kiron has designed an innovative academic model, with MOOCs at its core, to ease refugees' access into higher education. Drawing from student data of 1375 Kiron students we look at students' actual usage of the offer and the accompanying support services as well as the difficulties refugee students face while navigating online higher education. Results show, amongst others, rather low completion rates in the online courses and point to a much more nuanced picture of how students make use of the offerputting online education as an easy, straightforward formula to the integration of disadvantaged students into question.

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“…The popularity of e-learning can be evidenced by the fact that by now more than 40 million students around the world have used the online learning form [18]. Global e-learning market indicators speak volumes on the "turbulent" current development of e-learning.…”

Section: Evolution Of E-learning In Higher Educationmentioning

confidence: 99%

E-learning Opportunities and Limitations in Inclusive Higher Education

Ponomareva

Угнич

2018

SHS Web Conf.

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The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.

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Democratizing education at the margins: faculty and practitioner perspectives on delivering online tertiary education for refugees

Cited by 39 publications

References 24 publications

Duelling identities in refugees learning through open, online higher education

Duelling identities in refugees learning through open, online higher education

Refugees and online education: student perspectives on need and support in the context of (online) higher education

E-learning Opportunities and Limitations in Inclusive Higher Education

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