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Equity by Design and Delivery Model in Online Learning: Educator and Student Perceptions and Behaviors as Leading Indicators of Systemic Change
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Abstract
The purpose of this study is to explore educator and student perceptions of and behaviors in the Equity by Design and Delivery (EDD) model and its online courses as leading indicators of systemic change. The EDD model is a pilot intervention to eliminate opportunity to learn gaps at the program level in a mid-sized northwestern college in the United States. It shifts instructional behavior from individual efforts to collective approaches to limit quality variances in online courses, theorized to be a major contributor of missed opportunities to learn at high levels, by developing and delivering reliable quality courses based on collective agreements to apply evidence-based practices. It improves course and credentialing outcomes (e.g., course grades, course and degree completion rates) as it eliminates significant outcome disparities between student groups in programs with a strong online learning presence. It uses systems theory, improvement and implementation sciences, as well as principles of adaptive leadership as an operational framework to increase the likely efficacy of the EDD model. A convergent mixed methods of a single-site case study research design is used. It collects primary and secondary quantitative and qualitative data to conduct a comprehensive analysis of and findings from the pilot. It ends with recommendations for implementation at scale and scholar-practitioner reflections of practice.