Leading Equitable Distance Education During Times of Crisis

Bibliographic Data

ID9729959
AuthorsAnika Ball Anthony (0000-0002-1436-0635, The Ohio State University, Columbus, OH, USA, corresponding author), Dustin W Miller (0000-0002-8267-6498, The Ohio State University), Dustin Miller (The Ohio State University, Columbus, OH, USA)
Year2024
Volume56
Issue1
Pages121-138
Publication date2024-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221121665
OpenAlexW4297830580
LanguageEN
Citations received2
References cited36

COVID-19 shed light on persistent disparities among K-12 school districts, particularly regarding technology access, its use, and educational outcomes. Although resources exist to inform the design and delivery of distance education at the course level, there is a lack of resources to inform program-level decisions about equitable distance education that impact educators and learners across a school system. Drawing on existing literature on educational equity, this article discusses four ways schools may frame equitable distance education. This article also discusses critical lessons schools learned from the COVID-19 pandemic about sustaining equitable technology-supported learning environments during times of crisis

Coronavirus disease 2019 (COVID-19 · Distance education · Economic growth · Economics · Educational Equity · Equity (law · Mathematics education · Pandemic · Pedagogy · Political science · Public relations · Sociology · COVID-19 and Mental Health · Medicine · Psychology

Tools

Open DOI