Volume 49 - Issue 1 - Accessing Education: Equity, Diversity, and Inclusion in Online Learning

Oct 15, 2026

As Canadian post-secondary institutions move beyond pandemic restrictions, they are positioned to evaluate how online education has both enabled and obstructed learning, with impacts that may be uneven across groups. This study analyzes open-ended comments from the Canadian Digital Learning Research Association’s 2022 Spring National Survey to identify how online and hybrid learning advance equity, diversity, and inclusion (EDI) and where EDI-related barriers emerge.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Context

Accessing Education: Equity, Diversity, and Inclusion in Online Learning

Volume 49 (1) Winter / Hiver 2023 Accessing Education: Equity, Diversity, and Inclusion in Online Learning Accès à l'éducation : équité, diversité et inclusion dans l'apprentissage en ligne Shelly Ikebuchi, Okanagan College, British Columbia, Canada Abstract As Canadian post-secondary institutions emerge from the pandemic restrictions, they are in a historically unique position to assess how online education has both facilitated and hindered learning, and how the effects might be greater for some. In this study, open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey were analyzed to understand how online and/or hybrid learning both supported equity, diversity, and inclusion (EDI) and presented EDIrelated challenges. The findings were that: (a) online and hybrid learning presents challenges of access for students marginalized by “race,” class, and location; (b) online and hybrid learning supports EDI by increasing access and flexibility; (c) pedagogy and course design are central to ensuring that online and/or hybrid learning supports EDI; and (d) student experiences and expectations around online learning indicate a need for support and flexibility. These findings highlight some of the promises of online and hybrid learning, but they also bring to light some of the challenges. This paper discusses three challenges, access, pedagogy, and technology, as well as flexibility, and recommendations that might begin to address EDI. Keywords: equity; diversity; inclusion; online learning; hybrid learning; accessibility Résumé Alors que les établissements d’enseignement postsecondaire canadiens sortent des restrictions liées à la pandémie, ils sont dans une position historiquement unique pour évaluer comment l’éducation en ligne a à la fois facilité et entravé l’apprentissage et comment les effets pourraient être plus importants pour certains que pour d’autres. Dans cette étude, les commentaires ouverts du sondage national du printemps 2022 de l’Association canadienne de recherche en apprentissage numérique ont été analysés afin de comprendre comment l’apprentissage en ligne et/ou hybride soutenait l’équité, la diversité, et l’inclusion (EDI) et présentait des défis liés à l’EDI. Les conclusions étaient les suivantes : (a) l’apprentissage en ligne et hybride présente des défis d’accès pour les élèves marginalisés par la « race », la classe et l’emplacement ; (b) l’apprentissage en ligne et hybride soutient l’EDI en augmentant CJLT/RCAT Vol. 49 (1) l’accès et la flexibilité; (c) la pédagogie et la conception des cours sont essentielles pour s’assurer quel’apprentissage en ligne et / ou hybride soutient l’EDI; et (d) les expériences et les attentes des élèvesen matière d’apprentissage en ligne indiquent un besoin de soutien et de flexibilité . Ces résultatsmettent en évidence certaines des promesses de l’apprentissage en ligne et hybride, mais ils mettent également en lumière certains des défis. Ce document traite de trois défis, l’accès, la pédagogie, et la technologie, et la flexibilité, et les recommandations qui pourraient commencer à aborder l’EDI. Mots-clés : l’équité; la diversité; l’inclusion; apprentissage en ligne; apprentissage hybride; accessibilité Introduction The COVID-19 pandemic profoundly impacted post-secondary education in Canada. With restrictions lifted, the impact of the pandemic continues to ripple through the education system. While the move to online learning, necessitated by the pandemic, was and is a traumatic experience for many, the lessons learned from this shift have the potential to shape educational systems in profound ways. As they emerge from the pandemic restrictions, Canadian post-secondary institutions are in a historically unique position to assess how online education has both facilitated and hindered learning and how these effects might affect some more than others. Context According to Johnson (2021b), while fully online

FAQs

What study data were analyzed to examine EDI in online learning?

The study analyzed open-ended comments from the Canadian Digital Learning Research Association 2022 Spring National Survey.

How do the findings describe the effects of online and hybrid learning on equity, diversity, and inclusion?

They indicate both challenges—especially access barriers for marginalized students—and supports through increased access and flexibility, depending on course design and support needs.

Which factors does the paper highlight as central to ensuring EDI support in online and hybrid formats?

Pedagogy and course design are identified as central, along with attention to student experiences, flexibility, and the role of technology.

Oct 15, 2026

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