Online Learning, Open Education, and Equity in a Post Pandemic World

This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic. This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic. Through providing a concise overview of the collective insights and responses from various educational institutions and educators worldwide to the unprecedented challenges posed by the COVID-19 pandemic on higher education. It underscores the substantial shift to online learning, highlighting the exacerbation of existing inequalities among students due to factors such as digital access, socioeconomic status, and disabilities. Brad Wuetherick is the Associate Provost, Academic Programs, Teaching and Learning at the University of British Columbia, Okanagan, Canada. Aline Germain-Rutherford is a Professor in the Faculty of Education at the University of Ottawa. David Graham is the Principal of Xenops Consulting, Inc. Nick Baker is a faculty member and Director of the Office of Open Learning at the University of Windsor, Canada. David J. Hornsby is Professor in the Norman Paterson School of International Affairs and the Vice-Provost and Associate Vice-President (Academic) at Carleton University, Ottawa, Canada. Nancy K. Turner serves as Associate Vice Provost, Teaching and Learning at the University of Saskatchewan, Canada. This edited volume explores institutional responses, equity in open education, and the future of higher education in a post-pandemic world, offering valuable insights into effective pedagogical practices and policy recommendations to sustain the advancements made during the pandemic. Through providing a concise overview of the collective insights and responses from various educational institutions and educators worldwide to the unprecedented challenges posed by the COVID-19 pandemic on higher education. It underscores the substantial shift to online learning, highlighting the exacerbation of existing inequalities among students due to factors such as digital access, socioeconomic status, and disabilities.