Mixed-Methods Inquiry of Socially Inclusive e-Learning: A Policy Document Analysis and Rapid Survey Study.

Autor/inn/en	Liu, Ji; Qiang, Faying; Zhou, Ying
Titel	Mixed-Methods Inquiry of Socially Inclusive e-Learning: A Policy Document Analysis and Rapid Survey Study.
Quelle	In: Social Inclusion, 10 (2022) 4, S. 63-72 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2183-2803
DOI	10.17645/si.v10i4.4901
Schlagwörter	Bildung; Soziale Ungleichheit; Lernsituation; Bildung; China; Infektionskrankheit; Soziale Ungleichheit; Digitalisierung; Lernsituation; Inklusion; Infektionskrankheit; Digitalisierung; Exklusion; China
Abstract	The Covid-19 pandemic has catalyzed irreversible structural changes in education systems worldwide. One key development is the broad utility of remote digital e-learning modalities for learning and instruction that could jeopardize social inclusion if digital in(ex)clusion is left unaddressed. This study assembles a two-step mixed method research design and conducts a case inquiry of Shaanxi Province in China by leveraging policy document analysis and rapid survey methodology in examining how transitions to remote digital e-learning may introduce learning barriers to children from vulnerable backgrounds. Findings reveal that children's access to remote digital e-learning devices during the rapid transition to e-learning has a close association with their backgrounds. Key policy implications include utilizing multimodal hybrid technology in diversifying content delivery and maximizing e-learning coverage, developing open learning platforms, expanding access to e-learning resources, and collaborating with industry partners to bring tangible support to families and realize meaningful e-learning at home.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1