Reimagining equitable access: challenges and opportunities in online teaching and learning

Helyn Gould, Helen Marshall, Frank Yung-Hsiang, Edizon Angeles Fermin

Research output: Contribution to conferenceKeynote


Whilst a significant number of institutions which responded to a recent Universities UK survey have said that they are planning
 to provide some in-person teaching at the start of the next academic year, ministries and university leadership have realised
 that online instruction needs to be recognized as a core component of every university’s plan for institutional resilience and 
sustainability in the post pandemic future. Whilst institutions pivot to embrace technology, there is an emerging need to consider the broader implications of embedding some form of online teaching and learning into ministerial policy and higher 
education institutional strategies as we move forward.

•How are issues concerning the mental health and socio-emotional wellbeing of students and faculty, especially those
from marginalised backgrounds, being addressed on the ground?

•How can various stakeholders collaborate to identify and to address challenges faced by students and faculty with
 regard to access to infrastructure and technology?

•How are faculty being supported to effectively adapt curriculum, redesign pedagogy and deliver quality content whilst 
providing sufficient pastoral care for students who are studying remotely?

•What are ministries and universities doing to ensure that widening participation will continue to be a strategic priority
 despite the current challenges faced by the higher education sector?

•How can partnerships and collaborations help to shape the evolving landscape of teaching and learning in higher
 education, within a framework of equitable access?


  • education partnerships
  • HE policy
  • online teaching and learning
  • internationalisation


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