{"id":8151,"date":"2024-08-26T08:00:03","date_gmt":"2024-08-26T13:00:03","guid":{"rendered":"https:\/\/www.everylearnereverywhere.org\/?p=8151"},"modified":"2024-08-26T09:33:21","modified_gmt":"2024-08-26T14:33:21","slug":"equity-in-education-and-digital-learning-infrastructure","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/equity-in-education-and-digital-learning-infrastructure\/","title":{"rendered":"Equity in Education and Digital Learning Infrastructure"},"content":{"rendered":"

Key Findings from Tyton\u2019s 2024 Time for Class<\/em><\/h1>\n

Accessibility in digital learning is one of the lead themes of Tyton Partners\u2019 Time for Class<\/em> 2024 report, Unlocking Access to Effective Digital Teaching and Learning<\/a>. The newest edition of the annual research report emphasizes the impact of digital learning infrastructure on the ability of students, faculty, and administrators to benefit from the potential of technology.<\/p>\n

As the introduction to the report lays out, digital learning is now a fundamental part of higher education \u2014 there has been no change in direction since the Covid emergency \u2014 but \u201cthe promise of digital learning to increase access to education is not being fully realized.\u201d<\/p>\n

Tyton Partners\u2019 Managing Director Catherine Shaw, a co-author of the report, says \u201cWe\u2019re trying to point out some of the gaps between an institutional perspective and the learner experience in service of improving the outcomes and closing those gaps.\u201d<\/p>\n

This year’s Time for Class<\/em> report surveyed over 3,000 higher education administrators, faculty, and students on topics in digital learning including connectivity, modality, and AI.<\/p>\n

Infrastructure<\/h2>\n

One of the largest challenges to effective digital learning is adequate infrastructure. Limited and unequal access to telecom services, hardware, and software hinder students\u2019 participation in this growing part of the university experience.<\/p>\n

Disconnects between faculty and students exacerbate the accessibility gap, a topic covered in last year’s Time for Class<\/em> report, Bridging Student and Faculty Perspectives on Digital Learning<\/a>. This year\u2019s survey found one-third of instructors shared concerns about student access to technology. But half the students surveyed experience stress from unstable internet and lack of access to software and devices.<\/p>\n

Students tend to prefer digital learning, says Shaw, while faculty prefer the traditional face-to-face classroom experience. For example, as Figure 3 in the report shows, 28 percent of students prefer hybrid compared to only 10 percent of instructors.<\/p>\n

\"Figure

Figure 3, Time for Class 2024<\/p><\/div>\n

These differences in perspective or awareness create unnecessary barriers to student success, some of which can be alleviated by informed faculty. \u201cWe\u2019re not meeting students where they are and not providing students with the infrastructure needed to meet their learning preferences,\u201d Shaw says. \u201cHow can institutions better prepare or recruit faculty to teach online?\u201d<\/p>\n

Unlocking the promise of digital learning<\/h2>\n

Time for Class<\/em> 2024 points out that while reliance on technology has increased in recent years, many instructors feel lack of familiarity with data is limiting the way they teach with it. Only 37 percent of faculty surveyed say professional development at their institution focuses on evidence-based teaching practices.<\/p>\n

In fact, only 11 percent of instructors reported seeing course-level data disaggregated by race, ethnicity, or financial need. Shaw says that indicates a missed opportunity to increase equity practices in digital learning and better understand students.<\/p>\n

\u201cWe\u2019re missing out on the potential here,\u201d she says. \u201cWe have all this data that lets us ask what we can do to make sure our outcomes are equitable.\u201d<\/p>\n

For example, Shaw says, referring to Figure 16 in the report, \u201cWe still don\u2019t understand some basic things about our students.\u201d<\/p>\n

That is a challenge reinforced in other reports from Tyton, such as Driving Toward a Degree<\/a>, that show that academic advisors are often working with limited data-informed insights about their students.<\/p>\n

\"Figure

Figure 16, Time for Class<\/p><\/div>\n

Still, Shaw says, \u201cWe remain optimistic. We wouldn\u2019t spend our time understanding this ecosystem and tracking the trends if we didn\u2019t think there are viable ways forward to unlock more equitable access to digital learning.\u201d<\/p>\n

Generative AI<\/h2>\n

Students and faculty also vary in their attitudes toward generative AI\u2019s place in the classroom. The survey found students were more likely to embrace and practice with new AI technology, leaving faculty and administrators to play catch up.<\/p>\n

\u201cYou\u2019ve got student use leading faculty use and administrator familiarity with these tools,\u201d Shaw says. \u201cThat disconnect is creating a need for institutions to be clearer about their policy.\u201d<\/p>\n

According to the respondents surveyed, 36 percent of instructors and 25 percent of administrators still have not tried generative AI tools, while almost 60 percent of students are regular users, defined as using it once a month or more. Interestingly, almost half of those students opted for paid AI solutions over free versions.<\/p>\n

Faculty who used AI tools were less concerned about academic integrity than faculty who had never used it. Similarly, instructors who use generative AI at least once a month were more likely to believe it will have a positive impact on student learning than instructors who do not use it.<\/p>\n