Abstract:

The overall intent of the study is to investigate the extent to which students are exposed to emerging instructional technologies while learning online. With the notable influx of emerging technologies and equipment (e.g. virtual, mixed and augmented realities (VR/MR/AR), 3D printing, wearables, artificial intelligence (AI), etc.) provided in higher education facilities, labs, and classrooms, it appears that a significant portion of the postsecondary level online learners are beyond the reach of affordances that emerging technologies may offer. Therefore, the present research problem refers to the extend of sustainable integration of emerging technologies in online curricula and online instructional practice supported by standardized learning management systems. In addition to addressing empirical evidence concerning the extent of using emerging technologies in online learning, the researchers examine the concept of equal educational opportunities, access to learning resources, and corresponding policies accordingly.

The study utilized a survey research design with a purposefully developed measuring instrument consisting of both open-ended qualitative questions and closed Likert-type scale items. The measuring items were aggregated into several study variables, including but not limited to the following: educational characteristics of learners, past experiences with emerging learning technologies in an official online learning context, current exposure, emerging technology preferences, perception of equal learning opportunities and access to technology resources, and expectations about the future directions in implementing emerging technologies into an online curriculum. The study population is undergraduate students at large state universities located in the Southeast region of the USA. The sample was comprised of 124 respondents who agreed to complete the survey in the first round of data collection. Considering this is an ongoing research effort, the anticipated sample size is between 300-400 participants that will be gathered in the next two data collection cycles – fall 2025 and spring the 2026 academic year. A variety of statistical tests were performed (Pearson coefficient, ANOVA, etc.), including an in vivo coding technique for analyzing qualitative data and developing subsequent research themes and sub-themes.

The preliminary data indicates a hype in utilizing AI technologies, while minimal or non-existing application of other emerging learning technologies in online course curricula across a variety of disciplines offered at the postsecondary level. Student exposure to extended reality type of technologies such as VR/MR/AR including wearables and 3D modeling/printing, primarily takes place outside of an online classroom realm and it is typically associated with entertainment activities, not learning per se. Finds also suggest significant imbalance in opportunities to access these technologies among traditional and online students. The emphasis of the discussion is placed on understanding underlying reasons for the current instructional practice, as well as issues related to the process of designing online courses. The researchers raise questions concerning possible strategies for overcoming the challenges identified by online students aimed toward elevating the integration of these technologies into an already mature online learning approach.

Keywords:

Emerging Learning Technologies, Online Learning, Instructional Design, Equal Learning Opportunities, Educational Access.