Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching

Authors

  • Ryan A. Miller University of North Carolina at Charlotte https://orcid.org/0000-0002-1855-9887
  • Cathy D. Howell University of North Carolina at Charlotte
  • Beth Oyarzun University of North Carolina at Charlotte
  • Florence Martin North Carolina State University
  • Shawn Knight University of North Carolina at Charlotte
  • Jacob N. Frankovich University of North Carolina at Charlotte

DOI:

https://doi.org/10.24059/olj.v27i3.3691

Keywords:

online learning, diversity, equity, faculty, pedagogy, teaching and learning

Abstract

This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

 

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Published

2023-09-01

Issue

Vol. 27 No. 3 (2023)

Section

Section II

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Copyright (c) 2023 Ryan A. Miller, Cathy D. Howell, Beth Oyarzun, Florence Martin, Shawn Knight, Jacob N. Frankovich

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