Improving Inclusivity in Higher Education : Addressing the Digital Divide in the COVID Pandemic

This book addresses issues of access that COVID-19 brought forth in higher education, with a primary focus on Asian countries. In looking to address SDG4 to promote “inclusive and equitable quality education for all”, the volume explores the challenges relating to educational exclusion by considering how specially-abled students have been impacted by the digital divide in the context of the pandemic. It puts a spotlight on the approaches, experiences, and case analyses from various geographies in the region to study transitions in inclusivity. Universities and institutes of higher education have had to reconsider their digital offerings and services all the more since the onset of the pandemic, but have, in many instances, failed to fully account for how Internet access can be limited, unavailable, or unaffordable for many students. As a result, specially-abled learners – students without sufficient technological resources, such as those living in remote areas where there are little or no Internet facilities – have been, however unintentionally, neglected. While universities implemented their own practices, processes and policies to reach, and teach, disadvantaged learners, they had to further adapt these strategies, re-aligning them to meet the unprecedented circumstances, and concomitant needs, of specially-abled learners – and there is still much more to do. This book consolidates regional perspectives on how to work towards goals of inclusivity, and bridge the digital divide, looking into, and beyond, the conditions of the pandemic. Relevant to scholars and policymakers, this book is of interest to those focused on digitisation and the transition to the ‘new normal’ in higher education. Foreword Preface Acknowledgements Editorial Advisors Contents Editors and Contributors Abbreviations 1 Supporting Students with Disabilities During COVID-19 1 Introduction 2 COVID-19 Arrived 3 Universal Design in Learning 4 Adopting a Student-Centered Approach 5 Conclusion References 2 COVID-19 and Forced Online Education: Students’ Perceptions of Service Quality and Satisfaction 1 Introduction 2 Theoretical Grounding Theory of Expectation–Confirmation 3 Literature Review Forced Online Education Online Education and Service Quality 4 Hypotheses SERVQUAL and PV PV and SS & CI Mediation Role of Satisfaction 5 Research Methodology 6 Analyses and Results Phase 1: Qualitative Analysis Phase 2: Quantitative Analysis: Measurement Model Analysis 7 Discussion and Implications 8 Conclusion, Limitations, and Future Directions Appendix A: Factor Loadings References 3 Managing Digital Divide in a Fully Integrated, Community-Engaged Medical Curriculum Within a Hyper-Diverse Context: Reflections from Western Sydney University School of Medicine 1 Context 2 Digital Divide in Medical Education 3 Case Studies Case Study 1: Digital Divide in General Adaptation to Online Learning and Teaching Case Study 2: Digital Divide in Problem-Based Learning Case Study 3: Digital Divide in Medicine in Context Program 4 Analysis Micro Level Responses Meso Level Responses Macro Level Responses 5 Lessons Learned and Recommendations 6 Conclusion References 4 Challenges Among Visually Impaired Students in Higher Education Towards Online Learning During the COVID-19 Pandemic in Malaysia 1 Introduction 2 Online Learning in Higher Education (HE) During COVID-19 Pandemic 3 Visually Impaired People During Lockdown Period 4 Challenges Towards Online Learning Among Students with Visual Impairment in Higher Education (HE) Inaccessible Learning Materials Information and Communication Technology (ICT) Related Challenges Limited Support, Guidance, and Communication Barriers 5 Laws that Govern and Protect Federal Constitution Persons with Disabilities Act 2008 The Malaysia Education Blueprint, 2013–2025 Education (Special Education) Regulations 2013 National Action Plan for Persons with Disabilities 2016–2022 6 Recommendation Teaching and Learning Support An Inclusive Campus with Accessible Facilities Public and Private Universities Improvisation of PWD Act and Related Policies 7 Conclusion References 5 The Motivational Divide: Addressing the Diverse Student Body in Challenging Times 1 Introduction 2 Diversity in the Classroom Learning Preferences Cultural Expectations 3 Self-regulation During COVID-19 Motivation 4 The Virtual Wall Emotional Disconnect Student Preparedness Virtual Classroom Engagement The Digital Divide 5 Divergences in the Digital Divide Gender Inequality Ethnic Diversity Resource Disparity 6 Student-Centred Solutions 7 Conclusion References 6 From Physical to Online Learning: The Digital Divide in Higher Vocational Education 1 Background 2 Literature Review 3 Analysis of the Online Learning “Digital Divide” to Higher Vocational Education The Impact of the Information Technology Gap on Online Education The Change of Teaching Mode Cannot Fully Meet the Requirements of Higher Vocational Education Teachers’ Teaching Skills Are not in Line with the Development of Education Information Technology 4 Suggestions to Narrow the “Digital Divide” in Higher Vocational Education National Level College Level Teacher Level 5 Conclusion References 7 “Am I Ready for This Change?”: Challenges in Optimizing the Use of Online Learning in Medical and Health Professions Education During the Pandemic and Beyond 1 Introduction Diversity, Inclusivity, and Equity in Medical and Health Professions Education Curriculum Adaptation in Medical and Health Professions Education During the COVID-19 Pandemic Online Learning in Medical and Health Professions Education 2 Diversity, Inclusivity, and Equity in Online Learning: Students’ Perspectives Characteristics of Current Generation and Their Conceptions of Learning Online Learning and Students’ Sociodemographic Backgrounds Online Learning and Students’ Self-regulated Learning Skills Online Learning and Students’ Adaptation and Well-Being 3 Diversity, Inclusivity, and Equity in Online Learning: Teachers’ Perspectives Teachers’ Conceptions of Online Teaching and Learning Supporting Teachers in Online Teaching and Learning 4 Conclusions References 8 Opportunities and Challenges of Postgraduate Entrance Examination Preparation Within an Inclusive Education Context in China 1 Research Background 2 Literature Review 3 Methodology Respondents Data Collection Data Analysis 4 Findings Reasons to Participate in PEE Supportive Conditions for PEE Preparation Feeling of PEE Preparation During the COVID-19 Pandemic 5 Discussion and Conclusion References 9 Exploring the Inclusivity of Assessment ePortfolio for Multimodal Literacy During the Pandemic: A Case Study in Malaysian Higher Education 1 Introduction 2 Literature Review Assessment ePortfolio Assessment ePortfolio and Multimodal Literacy 3 Research Design Methodology The Context Data Collection Data Analysis 4 Affordances and Constraints of ePortfolios for Multimodal Literacy Affordances Constraints Inclusivity of Assessment ePortfolios for Multimodal Literacy 5 Conclusion References 10 Enhancing Inclusivity in Online Learning Resources for B40 University Students—A Malaysian Experience 1 Introduction 2 Online Teaching and Learning (OTL) Experience in Malaysia Universiti Malaysia Sarawak (UNIMAS) Universiti Teknologi MARA (UiTM) Universiti Tunku Abdul Rahman (UTAR) 3 B40 Student Population and Challenges 4 Improving Inclusivity 5 Conclusion References 11 Leaving No One Behind: Educating Refugees During the Pandemic 1 Introduction 2 The Evolution and the Complexity of Definitions: Global and Local Perspectives 3 Refugees and Education Global Perspective: Challenges Facing Refugee Education Refugee Education in Malaysia Fundamental Challenges in Refugee Education in Malaysia 4 Challenges to Provide Education for Refugees During the Pandemic Malaysia’s Context: Challenges Facing Refugee Education During the Pandemic 5 Educating Refugees in Malaysia During the Pandemic 6 Conclusion References 12 The Need for Universal Design for Learning in Higher Education for the Specially-Abled—An Essay 1 The Dimensions of Universal Design for Learning 2 Working with the Specially-Abled−Inclusivity Challenges The Analytics Pedagogical Limitations Policy Needs 3 UDL for Specially-Abled Students Teaching Strategies and UDL 4 Conclusion References 13 Future Inclusive Education 1 Introduction Inclusivity—a Stretched Task The Way Forward 2 Inclusivity Dimensions—A Discussion Managing the Digital Divide The Experiences Thereby Converging on the Essentials 3 Employability and Inclusive Education COVID-19 and Workplaces Reimagining Inclusive Higher Education for the Future of Work 4 University Preparedness for Inclusive Education 5 Reflections and Conclusion—Improving Inclusivity in Higher Education References Correction to: The Motivational Divide: Addressing the Diverse Student Body in Challenging Times Correction to: Chapter 5 in: B. More et al. (eds.), Improving Inclusivity in Higher Education, https://doi.org/10.1007/978-981-99-5076-8_5 Index