2.2.2 Equity issues: mode of delivery
Flexibility in online course structure may help alleviate some equity
concerns. Synchronous teaching has been demonstrated to benefit students
with disabilities (Dahlstrom-Hakki et al 2020) and the regular schedule
may help students recover from emotional trauma (Pat-Horenczyk et al,
2006). However, synchronous learning demands that students be present on
a predetermined schedule, which may be unrealistic for students caring
for family, those who are sick (either with COVID-19 or other illness),
those who share a computer, or those who need to work during class times
due to pandemic-induced financial instability. Internet connectivity and
bandwidth limitations can also be challenging for students in group
living arrangements (apartments, dorms) or with housemates who are also
working/learning online during business hours. Unfortunately, many
universities are requiring faculty and students to attend synchronous
classes during fall 2020, which raises serious equity issues. How will
universities manage the justifiably high absentee rate for “required”
synchronous classes? How will institutions address the likelihood that
these absentees are more likely to be students from marginalized groups?
How will institutions address issues with on- or off-campus internet
access or stability?