Abstract:

Recent decades posed challenges for Israeli higher education institutes, due to massive entrance of marginalized populations to the academic scene [1], in spite of barriers to success, e.g., deficiency in learning strategies, self-discipline and self-efficacy [2]. Online learning, nowadays more prevalent due to the COVID-19 pandemic, is even more challenging for students from marginalized populations, requiring special attention to their coping with technologically-saturated settings.

We employed design-based research methodology and report on preliminary findings of an online pilot course, titled "Eradicating Racism", aimed to address the needs of marginalized student populations (e.g., Arabs, orthodox, students with special needs, from peripheral areas, who the teaching language is not their mother-tongue). The course is part of the Erasmus+ capacity building in higher education LOVE.DIST@NCE project, focusing on learning optimization and academic inclusion via equitative distance teaching and learning, thereby illustrating the advantages of online learning for marginalized students. The main goals of the course were to become acquainted with the research discourse on racism that developed in relation to hatred of people of colour in the United States; to conceptualize the inequity and discrimination in Israel in terms of racist discourse; to learn about the tacit sources of racism from the personal to the systemic; to propose ways of eradicating racism for educators and in general; to promote self-learning and e-learning skills; to present features that promote learning, particularly for students from disadvantaged populations; and to develop social-emotional learning. A set of indicators was developed for assessing the course and its impact.

We conducted a needs analysis prior to the course, in which preference was to receive materials either in English or in the students’ mother-tongue – this was addressed by constructing a trilingual course website. Also, multiple means of representation and expression were utilized, from textual to audio, to visual (still or motion), to address personal learning preferences. Clarity of the course objectives was rated high by students and by peers. Target competencies were also clear to peers, including 21st century skills (incorporating digital skills), as well as skills related to social aspects, e.g., inclusion, tolerance in multicultural settings. Technological support was also rated as adequate, including the ability to borrow equipment, e.g. laptops, tablets, for the semester. Most objectives, strategies and corresponding activities were rated high in Bloom’s taxonomy, adapted to the new digital settings. The course included multiple means of engagement, synchronous (e.g. interaction in small groups) and asynchronous (e.g., videos). To sum up, student survey indicated high satisfaction rates, indicating that the course was designed in response to needs of marginalized student populations.

References:
[1] Brown, P., & James, D. (2020). Educational expansion, poverty reduction and social mobility: Reframing the debate. International Journal of Educational Research, 100. https://doi.org/10.1016/j.ijer.2020.101537
[2] Hart, C. S. (2016). How Do Aspirations Matter? Journal of Human Development and Capabilities, 17(3), 324-341.

Keywords:

Online course, inclusion, equity, marginalized students, eradicating racism.