Beyond COVID: Will Changes to Field and Classes Bring Innovation or Inequality?

Overview: This workshop will address online learning barriers faced by students during the pandemic and the need to develop more equitable solutions moving forward. Participants will engage in discussions regarding barriers faced in field and the classroom, and will brainstorm solutions as schools reassess class delivery and field options post-pandemic.Proposal text: In 2020, educators were thrust into the online world; many saw this as an opportunity for innovation - more course availability, easier access for students, more flexibility. However, applying an anti-oppression and human rights lens to the issue must lead us to assess if this innovation is creating more inequality. Although the data are new, research shows that students face barriers in the online learning environment. This is especially true of minority students and those in lower income groups. Many have reported difficulty studying because they have more distractions at home (Long, 2020), and families in these groups are delaying college. In the fall of 2021, undergraduate enrollment decreased by 3.1% compared to 2020 (Sedmank, 2022). The need to acquire new equipment as well as access to the internet have been noted as significant economic burdens (Third Way, 2021), and students are weary of borrowing equipment they are liable for (Long, 2020). Additionally, data show 28% of students experience slow or unreliable internet connections (Third Way, 2021). These issues impact students in the classroom as well as those providing services remotely during their field experience. Furthermore, the challenges impact those receiving services, something that students are faced with when doing field remotely. For example, the hindrance to relationship building, the inability to do small acts of kindness (share a cup of coffee or playing with children while in a home visit), and the technological divide between the provider and client (Pascoe, 2021) have been noted as challenges to remote service provision. From a pedagogical perspective, students say the quality of online classes is lower (Third Way, 2020; Xu & Jaggars, 2013), and these courses are less effective in teaching them needed skills such as critical thinking, social skills, and specific knowledge in particular subject areas (College Pulse, 2020), including practice related skills (Levin et al., 2018).

Considering these issues, this interactive workshop will start with a brief discussion of barriers faced during the pandemic lockdowns. An overview of the available literature will be shared, followed by anecdotal experiences regarding classroom and field experiences during COVID and the changes that have come about after the initial lockdowns ended. Small group discussions will be used during the interactive portion. Participants will be asked to gather in groups of 4-5 to discuss barriers their students have experienced during the online learning spurred by the pandemic. They will be asked to categorize the barriers based on classroom and field needs. Groups will be asked to report back to the entire group and a discussion about the barriers and the social justice issues that result from the lack of access for students and service recipients will be addressed. Groups will be asked to gather again to discuss equitable solutions to these issues that will then be shared with the entire group. The goal is to come away with potential solutions as schools are rethinking their programs and their future course and field delivery options.