Impact of Online Education in Equity and Sustainability

Getting assistance from Nursing Dissertation Help for your ‘Equity and Sustainability by E-learning’ is a wise option. But, if you are trying to do it on your own, this blog is meant for you. It is undeniable that online programs have a problem. Many students do not understand the value and importance of online education, and they are not successful in online courses.

As we all know, online education refers to classes deliberately designed to be presented offline. And, understandably, those deliberately designed courses are extraordinarily effective when purposeful student support is built into the system.

But the main criticism of online education is the difference between remote education, online education, and blended learning. Consequently, courses not designed for online learning and lack the essential support serve students poorly.

Meaning of online equity:

Online equity must address the fundamental access issues—all students given access to online content. Virtual schools have been mainly designed to make content available to students who wouldn’t otherwise be able to access that content.

Virtual programs that focus on Advanced Placement courses are doing so because the program sponsors and creators recognize that not all segments of the student population have the same advantage when being accepted into competitive colleges.

When we refer to online equity, we’re not talking about the digital divide, though there are elements of the digital divide discussion in this view of online equity. The digital divide discussion initially focused on which students had access to computers in school, characterizing them as the haves and have-nots. As the number of computers became less an issue, the discussion shifted to the point of access to the Internet.

The digital divide has now been refined to look at high-speed access to the Internet. Additionally, if you find it problematic to add those points in your assignment, you can see assistance from Essay Writers.

Online learning is inaccessible for many students.

Though the pandemic has not caused the digital divide, it has borne it. Students are struggling with a multitude of challenges regarding digital learning. For example, accessing a computer, finding a quiet place to work and study, and availability of internet connectivity. Some of these challenges can be met, and some cannot.

It’s impossible to address the widespread lack of Internet connectivity, but we can create campus Wi-Fi parking lots and distribute mobile hotspots.

It might not be possible to provide laptops for every student. Still, there are faculty and instructional designers who can develop mobile-first courses that are adapted to smartphone and tablet use.

Instead of creating student housing, the authority can provide socially distanced campus spaces where students can work. It might be an empty classroom or an outdoor table and chair.

It is possible to work with community organizations and local school districts to enhance digital and physical resources.

Defining sustainability in the context of e-learning

The term ‘sustainable’ has many possible interpretations. The definition offered here grounds the ensuing discussion in the common understanding of the aims and outcomes of the research. An e-learning initiative can be sustainable having all three of these conditions:

A learning design involving communications and information technology has been developed and implemented in a course or syllabus. It has been judged based on evidence produced to benefit learning and teaching.

The e-learning design, concept, resources, or system has the potential to be adopted and adapted to be used beyond the original development environment.

The use, development, and maintenance of the e-learning design, concept, resources, or system is not dependent on any selected individuals who created them. Prospects of the e-learning system will not be compromised if the creator’s involvement ceases.

Online Education and Adult Learners

  • The convergence of the need for continuous learning and rapid technological developments have driven distance education approaches to the forefront of educational practice. Many online or web-based courses are offered to target adult learners.
  • Distance learning attracts adult learners who might not otherwise have the opportunity to attend classes on the physical campus due to job and family demands and other life commitments. Taking an online course enables learners to participate at different locations. Because of the convenience and flexibility of online learning, more and more adult learners can find the balance between their learning goals and busy lifestyles.
  • Undoubtedly, online courses, online degree programs, and virtual universities have increased rapidly in the past few decades. Adult learners are enrolled in online classes for these four main reasons: cost-saving, convenience, flexible schedule, and work-life-school balance. Although online learning provides numerous advantages, adult learners may face significant challenges in developing new skills for this type of instruction.
  • Currently, colleges and universities utilize learning management systems, such as Blackboard, eCollege, and Moodle to deliver online courses, providing primarily text-based learning experiences. Numerous icons, links, text files, and discussion threads are commonly adopted as the course contents and online instructions within a learning management system.
  • Learners study in such an environment without face-to-face contact with an instructor or their peers since opportunities for those interactions are often limited due to physical separations.
  • The potential downsides of online learning revolve around the lack of personal interaction between the instructor and student and the student-to-student contact. Limited physical presence and inadequate communication between instructors and students in the online learning environment could, eventually, result in students‘” frustration, dissatisfaction, less engagement–or even higher dropout rates.

Wrapping up:

With the exponential development of the Internet, distance learning has become an alternative means of taking a course or earning a degree. Social presence is a critical factor for forming and sustaining learning communities that support deeper learning through knowledge sharing. However, social presence does not happen spontaneously and needs cultivation.

This paper explores a literature review on social presence and multimedia in distance education. The literature study indicates that the advent of technological innovation in communications provides new mechanisms and opportunities in the distance learning environment.

The findings from the literature review suggest that with the integration of multimedia into classrooms, instructors can increase social presence, enrich students’ learning experience and raise students’ satisfaction to reduce time and physical barriers existing in the online learning environment.

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