Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ert) through online learning

Abstract

Since the onset of the COVID-19 pandemic, Emergency Remote Teaching through Online Learning ( ERT-OL ) has become the prevalent form of learning at many universities worldwide. At the same time, voices around the world have pointed to difficulties in online learning in general and to concerns regarding educational equity in particular. The current study sought to increase knowledge about specific hindering elements in ERT-OL and about the relationships between these elements from the standpoint of the following equity factors — socioeconomic status , language , and juggling among students who are also parents or working. To this end, the study analyzed 154 open-ended textual statements concerning the difficulties perceived by students at a university in Israel. The qualitative thematic analysis generated a map of hindering elements categorized in terms of a) processes: technology, pedagogy, content, situation and individual characteristics, and b) outcomes: cognitive, affective, social, and physical. The map revealed a mesh of intricate mediating and moderating links whose effect can intensify for each equity factor. On the positive side, seeds of mitigating strategies emerged as well. The study advances knowledge regarding ERT-OL hindering elements and their relationships and provides a better understanding of how these debilitating relationships may be exacerbated when equity factors are considered. Researchers and teachers interested in ERT-OL or in “normal” online learning in the future can use the map as a research and teaching framework to identify inequities and prevent further gaps.

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“…Improvements afforded by online learning, such as flexible time and reduced need for commuting to the university, have been documented both before and during the COVID-19 pandemic ( 18 ). The wide spread and growth of online learning platforms was a successful strategy used by several educational institutions around the world, such as Harvard, MIT, Berkeley, and many others ( 19 – 21 ).…”

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“…The presented data indicate the need, now more than ever, to understand the reality of students affected by existing inequalities in education, and to focus on how these students are affected by sudden transitions to ERE (Ezra et al, 2021).…”

“…Korunovska and Jovanović (2020) estimate that distance learning measures leave more than half of Roma children out of school and will likely lead to an increase in the already high dropout rates among Roma students, since many distance learning activities rely on supplies Roma children do not usually have access to at home. The low socio-economic status of the major part of Roma families is an obstacle to the e-learning readiness of Roma students, including a lack of equipment and poor internet connection, low digital literacy, and limited school supplies (Bešter & Pirc, 2020;Ezra et al, 2021). Moreover, certain aspects of the home learning environment, such as overcrowded housing, might influence home-schooling efforts in times of school closure (Dietrich et al, 2021).…”

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“…These notes reflect great concerns about the several hindering elements that have been recently investigated [7,[40][41][42]. All these factors, time differences, access to the Internet, and financial and security issues have made educational equity a big concern in this specific learning context.…”

“…All these factors, time differences, access to the Internet, and financial and security issues have made educational equity a big concern in this specific learning context. As Ezra et al [40] advocated, relevant mitigating strategies should be considered to identify and address educational equity issues in order to meet the needs of vulnerable populations.…”