Week 3 Reflection

In EDCI 339 week 3, we explored the theories of digital learning and what that means for learners both in and out of the classroom. Digital learning did not begin with the rise of COVID-19 and Zoom classes, but rather has been a concept of open learning and multi-access learning, with an emphasis on giving learners choice. We heard from Dr. Valerie Irvine, who gave us her firsthand input on what multi-access learning entails and why it is advantageous. Based on the information she has provided to us, I will be answering the five questions below, but first, what is multi-access learning?

Multi-Access Learning

Multi-access learning allows students the choice of attending classes either online or in person, while still being a synchronous course, allowing students to connect fully with peers and professors while still having an adaptable and accessible learning experience, without barriers, and with more student choice. Multi-access learning is often done through resources such as Microsoft Teams, Brightspace, Zoom, and more. Multi-access is not only a means for accessibility but also allows for more personalized learning for students and inclusivity. Below, I have linked an article co-written by Dr. Irvine going more into detail about what multi-access learning really means.

Realigning Higher Education for the 21st-Century Learner through Multi-Access Learning

What does this mean: “Program Delivery: The cohort will include face-to-face instruction in courses taught in a centrally-located Vancouver site, and flexible, blended formats that mix onsite and online learning.”

Dr. Irvine once stated that “blended” is a dead term, as when it is overused or used to push two completely contradictory terms together (such as synchronous and asynchronous), it becomes confusing and provides no context for expectations or information. In this case, I believe that the intended delivery was that this course was multi-access, and attendance is expected face-to-face, though it could be done by attending in class or on Zoom. The way this program delivery statement is structured, however, does not provide students with that information and leaves us wondering whether instruction is intended to be partially attended onsite, while other times classes will be strictly online. 

Can you think about a case where a learner was unable to access education due to a modality or inflexibility in learning design?

There are many cases where learning has become inaccessible due to inflexibility in learning design. Despite the rise of technological tools in the learning environment, many institutions and instructors are unable or unwilling to adapt to students’ specific needs. Many students are often affected negatively by the education system’s rigidity; students’ needs for adaptations can range from illness/disability to social aspects, transportation, and more. Dr. Irvine provided an example of a student who was unable to complete a required class because of Lupus and their inability to meet the in-person attendance requirements of the setting. While illness is often the case, such as this one, there are many examples of students being unable to attend classes because of severe bullying or mental health issues, which result in them “falling behind” their peers, particularly in high school, where multi-access learning isn’t as widely used due to a lack of information, resources, and education on the specific mode of learning.  

What are learners’ preferences for modality? 

In a rapidly growing digital age, learners and educators alike tend to lean towards the use of technology of some sort in an educational setting, whether that be simply using Chromebooks as research tools or to complete assignments, using digital classrooms such as Brightspace or Google Classroom, or being a fully online class. The question stands: what do the learners want? In 2013, a small class held a vote between 5 differing methods of learning: face-to-face, hybrid, multi-access, online, and offline learning. Roughly 60% of students voted for multi-access learning. Despite this being a smaller vote, roughly 30% of the students voted for face-to-face learning. This tells us that students value connection and collaboration when it comes to learning, as well as the flexibility and choice that multi-access learning provides.  

What do you think is the FIRST choice mode for learners in the following groups?

• Disability/Chronic health.
  • Face-to-face
• Caregiving.
  • Online
• First Gen.
  • Face-to-face
• Working.
  • Online
• First Year.
  • Face-to-face
• Pre-College/Adult Grad.
  • Face-to-face, online

• Rural.
  • Online
• Indigenous.
  • Online
• English as an Additional Language
  • Face-to-face
• International.
  • Face-to-face
• 2SLGBTQIA+
  • Face-to-face

As we discovered, preferred learning does vary from group to group, though the same two answers seem to be the most popular: face-to-face and online learning. We can see that oftentimes, face-to-face learning is preferred by students seeking greater collaboration and connection within the learning environment, not that all learners would not prefer connection, but for many, it is a necessity. EAL students are supported more greatly when they are able to connect and interact with others as their mode of learning, along with first-generation students who require more “hands-on” learning when stepping into a new environment. Face-to-face learning provides more personal, hands-on, and easy access support. We also found that most groups that selected online learning prefer this mode due to its accessibility and flexibility. Online learning allows students to learn at their own schedule and without the need for transportation.

What do you think is the future of modality in education?

The education system is constantly changing and adapting, and part of that change needs to be creating a more accessible learning environment for all. This means moving away from the idea of supporting the majority and instead using multimodal learning to support all students. A great way to start this is by providing students with multi-access learning, which allows students to learn remotely if needed, while also providing them with the connection and collaboration that is essential for students to thrive. I think that the adaption and change in the system will occur slowly and take time, but we can already see education becoming more accessible in k-12 and post-secondary education through schooling opportunities such as S.I.D.E.S, Brightspace and Zoom, and multimodal learning providing students with more choice throughout the majority of their learning careers.