2.2.2 Equity issues: mode of delivery
Flexibility in online course structure may help alleviate some equity concerns. Synchronous teaching has been demonstrated to benefit students with disabilities (Dahlstrom-Hakki et al 2020) and the regular schedule may help students recover from emotional trauma (Pat-Horenczyk et al, 2006). However, synchronous learning demands that students be present on a predetermined schedule, which may be unrealistic for students caring for family, those who are sick (either with COVID-19 or other illness), those who share a computer, or those who need to work during class times due to pandemic-induced financial instability. Internet connectivity and bandwidth limitations can also be challenging for students in group living arrangements (apartments, dorms) or with housemates who are also working/learning online during business hours. Unfortunately, many universities are requiring faculty and students to attend synchronous classes during fall 2020, which raises serious equity issues. How will universities manage the justifiably high absentee rate for “required” synchronous classes? How will institutions address the likelihood that these absentees are more likely to be students from marginalized groups? How will institutions address issues with on- or off-campus internet access or stability?