Abstract
This working paper reports on a PhD research study that aims to develop a conceptual framework for effective learning approaches that influence digital inclusion and exclusion of diverse students. The study will move away from the traditional definitions of diversity and explore the different characteristics of a varied learner population in a modern-day setting using up to date technology. It will attempt to highlight factors that affect the experiences of online students, directly relating the study to the conference theme, specifically �Student Learning, Learner Experiences and Learner Diversity�. The findings will impact on and benefit diverse learners by proposing strategies that facilitate individualised learning, particularly on technology enhanced learning programmes. A mixed methods study will be implemented and evolve through four distinct phases, making use of interview, questionnaire survey and action research techniques. The focus of this paper is to outline the research to date. Early findings suggest that digital exclusion cannot be pre-empted by grouping students into traditional demographics of: gender, age, ethnicity, geography, socio-economic status and educational background, (ONS, 2013). This research will continue to explore the possibility that no certain gender, age group, ethnic minority, geographic area, socio-economic status or educational background experience digital exclusion any more than any other student: it will investigate if in fact there are other characteristics that are influential.
Author Information
Baylie Hart Clarida, Bournemouth University, United Kingdom
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