Reimagining Online Education: Breaking down colonial barriers to learning

eLearning has grown in popularity over the last two decades, and the COVID-19 pandemic accelerated this growth. eLearning has grown 900% since 2000 and is the fastest-growing educational sector [1]. Globally, almost 49% of students have engaged in some form of online learning [1]. The rising popularity of eLearning brings a significant responsibility to those in the field to critically examine the impact of eLearning. While eLearning seems to democratize the educational landscape by making education accessible to more people, it carries echoes of the past, specifically, the biases and power structures of colonialism. To truly democratize online learning, we must critically examine and actively dismantle these barriers.

The Colonial Legacy in Education

Colonialism has cast a long shadow over colonized populations. Beyond the exploitation of resources, colonialism involved the negation of local cultures and languages. Education was an important tool in colonization, used to impose Western worldviews and suppress indigenous knowledge systems. This legacy continues to shape our educational institutions, even in the digital age. To provide truly inclusive learning environments, eLearning professionals must acknowledge this legacy and actively work to decolonize eLearning.

Decolonizing eLearning requires a three-step approach: recognize the constraints, disrupt the status quo, and embrace alternatives [2].

1. Recognize the constraints. Colonial influences are deeply embedded in education. Decolonization must begin with acknowledging how colonial mindsets are embedded in online course design, content, and technology choices.
2. Disrupt the status quo. This involves actively challenging and dismantling these constraints.
3. Embrace alternatives. We need to create space for diverse voices, knowledge systems, and ways of learning.

Recognizing the Constraints

Colonization manifests itself in three broad areas in eLearning: course curriculum (curricular colonization), language (linguistic colonization), and technology (digital colonization) [3].

Curricular colonization. Western knowledge and ways of learning are often presented as the gold standard, while indigenous ways of knowing are marginalized or ignored. Therefore, course content primarily draws from publications from the geographic north. Pedagogical strategies of eLearning focus on group interactions through discussion boards and collaborative group projects, which are seen as the “best practices” of eLearning. This is problematic because these “best practices” are derived from research conducted in the geographic north. Other ways of learning, such as visual maps and storytelling, are side-lined.

Linguistic colonization. The dominance of English disadvantages non-native speakers and devalues other languages. Most content on the internet is in English, and most eLearning courses are offered in English. Academic publications are also primarily in English. Indigenous languages that were stifled during colonization continue to be marginalized.

Digital colonization. Technology is fundamental to eLearning. Unequal access to technology and internet connectivity marginalizes learners from historically colonized regions. Furthermore, most eLearning platforms and educational technology companies are from the global north, and they profit from learners in the global south who have to use these technologies. Colonization is perpetuated in the digital landscape as populations in Asia and Africa are seen as revenue-generating markets.

Disrupt the Status Quo and Embrace Alternatives

eLearning administrators, designers, and instructors should work together towards decolonizing the eLearning landscape. There are ways in which we can work toward creating a more inclusive environment for all our learners.

Listed are practical strategies for decolonization:

• Decenter Western voices. The supremacy of Western voices and opinions needs to be decentralized and indigenous knowledge should be accorded equal importance. This can be done by including indigenous scholars and experts in course materials. It might be challenging for instructors to include a plurality of voices equitably. Instructors can create more inclusive environments by encouraging learners to share their own cultural perspectives and bringing in experts from their cultures.
• Co-create the learning experience. Empowering students to participate in course design, assessment choices, and resource selection removes the instructor's hegemony. This provides space for students to introduce different strategies and materials.
• Challenge linguistic hegemony. English is the global lingua franca, and most eLearning occurs in English. However, eLearning environments must value diverse linguistic backgrounds. Advancements in technology are making it easier to create multilingual learning environments that do not disadvantage learners from diverse linguistic backgrounds. Artificial intelligence (AI) powered translation tools that can translate in real-time are valuable assets in an eLearning classroom. Furthermore, instructors can leverage AI tools for language accuracy and encourage students to use them rather than forbidding their use in the classroom.
• Bridge the digital divide. As eLearning practitioners, we must remain sensitive to the digital divide around us. Not everyone has access to high-speed internet and high-quality audio and video equipment, and poor technology infrastructure can also be challenging for students. Therefore, while the latest technologies might be attractive, we must advocate for affordable technology and internet access. Furthermore, we should design courses that accommodate low-bandwidth environments. 

Technology as a Tool for Decolonization

The online learning environment is well-positioned to start work on decolonizing education. While technology can perpetuate colonial power structures, it can also be harnessed for decolonization. Online platforms can connect learners from around the world, fostering cross-cultural dialogue and knowledge exchange. Translation tools can make information accessible to a wider audience. Open educational resources can reduce reliance on expensive textbooks. All this potential can only be realized when we step beyond the status quo and explore new horizons in our commitment to inclusive education.

The Ongoing Journey

Decolonizing online learning is not a one-time fix but an ongoing process of critical reflection, action, and transformation. It requires us to question assumptions, challenge power imbalances, and actively work towards a more inclusive and equitable educational landscape.

By acknowledging the colonial legacy in education and actively working to dismantle it, we can create online learning environments that truly empower learners from all backgrounds.  This is not just about social justice but also about enriching our collective understanding of the world through diverse perspectives.

References

About the Author

Anita Samuel, Ph.D., is Assistant Dean for Graduate Education, Associate Professor at the School of Medicine, and Vice Chair of Distance Learning at the Department of Health Professions Education for the Uniformed Services University of Health Sciences, Maryland. Her areas of expertise are online learning, educational technology, and adult education. She is the Editor-in-Chief of ACM eLearn Magazine.

Disclaimer: The opinions and assertions expressed herein are those of the author and do not necessarily reflect the official policy or position of the Uniformed Services University or the Department of Defense.