Mixed-Methods Inquiry of Socially Inclusive e-Learning: A Policy Document Analysis and Rapid Survey Study

Abstract

The Covid-19 pandemic has catalyzed irreversible structural changes in education systems worldwide. One key development is the broad utility of remote digital e-learning modalities for learning and instruction that could jeopardize social inclusion if digital in(ex)clusion is left unaddressed. This study assembles a two-step mixed method research design and conducts a case inquiry of Shaanxi Province in China by leveraging policy document analysis and rapid survey methodology in examining how transitions to remote digital e-learning may introduce learning barriers to children from vulnerable back-grounds. Findings reveal that children’s access to remote digital e-learning devices during the rapid transition to e-learning has a close association with their backgrounds. Key policy implications include utilizing multimodal hybrid technology in diversifying content delivery and maximizing e-learning coverage, developing open learning platforms, expanding access to e-learning resources, and collaborating with industry partners to bring tangible support to families and realize meaning-ful e-learning at home.