Equal or Equitable? The Role of Flexibility Within Online Education

Abstract

Online study is generally associated with the terms flexible and flexibility. Many students choose to study online specifically for the flexibility that is offered, hoping they can combine their studies with multiple other responsibilities in their lives. For students living in regional and rural areas, such flexibility can be even more important, given the additional difficulties they face in accessing campus facilities. While a flexible learning environment has the potential to contribute positively towards equity in higher education, this equity can be compromised when university policies and processes that have been designed for on-campus students are applied equally to online students. This paper examines the experiences of a group of regional and rural Education students who have chosen to study online, to a large extent because of online learning's promised flexibility. Their experiences demonstrate that equal treatment may in fact undermine flexibility and result in an inequitable student experience.

Nudge or not, university teachers have mixed feelings about online teaching

“…It is likely that these bad experiences have been jointly shaped by the pandemic, the rushed transition it forced towards online teaching methods, and the socio-emotional effects it had on educators more generally. This conjecture is further supported by prior scholarly evidence that points towards the many benefits of online education at large (Dyment et al, 2020 ; Huang, 1997 ; Mayadas et al, 2009 ; Muir et al, 2019 ; Stone, 2021 ; Stone et al, 2019 ; Summers et al, 2023 ). Therefore, as online teaching methods become more prominent in higher educational institutions, it is important to disentangle the role of the pandemic in shaping educators’ teaching experiences.…”

When constellations align: What early childhood pre‐service teachers need from online learning to become confident and competent teachers of the arts

“…Students come to online courses with diverse needs and preferences, and appreciate the flexibility of studying online, enabling them to schedule study around work and family commitments (Bettinger & Loeb, 2017). However, it is vital that institutions that deliver online learning also deliver on these expectations, particularly given the visible marketing of online learning as flexible (Stone et al., 2019). In keeping with wider research (Burke, 2021), our students demonstrated a range of preferences for interpersonal engagement, with some desiring connection and interaction and others preferring to complete studies privately.…”

“…The building in of greater differentiation of engaging with the learning materials and completing assessment tasks, and ways of connecting with staff and peers, is visibly desired. This will require not only flexibility on behalf of those who facilitate online arts courses, but more broadly, flexibility within institutions where rigid regulations may work against the delivery of such flexibility (Stone et al., 2019).…”

“…The literature demonstrates there are advantages of online learning for PSTs, such as increased accessibility and flexible learning (Dyment et al., 2018), and advancing digital technologies now permit peer collaboration and interactive learning activities. However, a range of concerns also exist, including feelings of isolation and a perceived lack of technical and academic support (Dyment et al., 2018) alongside lower retention and completion rates (Stone et al., 2019). Further, and more specifically relevant to arts education, online learning raises challenges for the engagement in arts praxis that reflects the highly embodied ways of working in the arts.…”

Experiencia de prácticas profesionales online de estudiantes de Psicología de la Universidad de Talca, Chile

“…Esta forma particular de trabajo se caracteriza por una gran flexibilidad y mayor autonomía, así como también un mayor sentido de aislamiento de los compañeros de trabajo y una menor supervisión de lo realizado (Robbins y Judge, 2009). Dentro de los ámbitos en los que la masificación del teletrabajo ha influido se encuentra la educación (Stone et al, 2019). Al respecto, la realidad moldeada netamente a partir de las tecnologías de la información ha traído consigo tanto ventajas como desventajas.…”