Inclusive Online Learning in Australia: Barriers and Enablers

TL;DR

This study identifies key barriers and enablers for inclusive online learning in Australia, emphasizing the need for social, environmental, and infrastructural support alongside technology to promote digital equity.

Contribution

It provides a comprehensive analysis of factors affecting digital inclusion in online education and introduces a holistic approach through a Digital Inclusion Studio to address these challenges.

Findings

Technology alone is insufficient for digital inclusion.

Social and environmental factors significantly impact online learning access.

Positive feedback from the Digital Inclusion Studio indicates effective intervention.

Abstract

While the pandemic highlighted the critical role technology plays in children's lives, not all Australian children have reliable access to technology. This situation exacerbates educational disadvantage for children who are already amongst our nation's most vulnerable. In this research project, we carried out a pilot project with three schools in Western Australia, conducting a series of workshops and interviews with students, parents, school staff members, and teachers. Drawing on rich empirical material, we identify key barriers and enablers for digitally inclusive online learning at the individual, interpersonal, organizational, and infrastructural levels. Of particular importance is that technology is only part of this story - an array of social, environmental, and skills "infrastructure" is needed to facilitate inclusive online learning. Building on this finding, we ran a Digital Inclusion Studio to address this holistic set of issues with strongly positive feedback from participants. We conclude with a set of recommendations for stakeholders (parents, schools, government agencies) who wish to support more digitally inclusive learning.