Supporting underrepresented students in higher education? What are the implications for online teaching and engagement?
Associate Professor Alice Brown and Professor Nayana Parange
The Australian Universities Accord prioritises expanding access to higher education for underrepresented, equity-deserving students, especially for First Nations students, regional and remote students, students from low SES backgrounds and students with a disability (though the data reported for the latter cohort in the Accord Report has been found to be faulty). There are other ‘equity-like’ groups who also experience educational disadvantage (e.g., students who are first in family to attend university, mature age, carers or in care, refugees). Recognising the financial, geographical, and social barriers these students face, the Accord (p. 84) emphasises the role of “high quality” online learning in creating more inclusive pathways to learning success, with participation rates confirming that underrepresented students predominantly enrol in this mode of study.
Online learning is an obviously attractive option for underrepresented students wishing to undertake study in higher education but need it to fit in around their often complicated and complex life circumstances. Flexible, digital and hybrid learning options allow students to pursue higher education at their own pace, without the financial burden and disruption of relocation, enabling them to remain in their communities while accessing quality education (Stone, 2022). The Accord acknowledges that, for online learning to be truly effective, universities must enhance digital infrastructure, foster engaging virtual communities, “explore innovative ways to facilitate student belonging” (p. 168) and provide targeted student support to improve retention and success.
While online learning may be an attractive option for underrepresented students, we have to ask: How can higher education be at the forefront of online learning, teaching and design development in preparation for this growth?
Concern: Are Online Strategies Effectively Supporting Underrepresented Students?
Identifying Research Gaps
Current Understanding: Previous studies have examined the online learning experiences of specific underrepresented student groups, especially over COVID, highlighting both opportunities and challenges.
Recent research and inquiry into learning transfer have identified key strategies for successful online learning. Strategies for building sustainable and meaningful online communities include:
Teaching students how to learn effectively online;
Embedding learning tasks that foster self-regulation and higher-order skills;
Designing courses with authentic tasks for real-world application;
Designing purposeful peer discussions;
Providing educators with ample professional development in online pedagogy; and,
Encouraging institutions to translate educational research into practice.
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However, despite these advances, a critical question remains: Does increased access translate to student success, or does it simply open the door without addressing the challenges that underrepresented students continue to face?
What’s Missing: There is a lack of comprehensive research that integrates insights from both educators and diverse student equity group members regarding nuanced engagement strategies tailored to these students’ specific needs and considerations. Past studies have explored engagement experiences and online strategies for distinct student populations, however at this point have not provided a broader perspective on how these different groups experience online education.
Why This Matters: Universities are continuing to implement online education models, yet it remains unclear whether the approaches adopted adequately address the structural and cultural barriers faced by so many underrepresented students. Simply providing access does not ensure that success has been facilitated—more research is required to refine engagement and belonging strategies that actively support student learning, mental wellbeing, connection and retention.
Early Findings: Expert Insights from Think Tanks
Addressing the Identified Research Gap
Motivated by the limited insights on this issue, a team of researchers has sought to explore how online engagement strategies could be nuanced to better support underrepresented students. They held three national and international think tanks using the World Café methodology in late 2024. These sessions involved experts in online education, instructional design and student equity advocacy to gather insights. The research team analysed transcripts, digital whiteboard notes, and online discussions using a thematic analysis approach. While a detailed data analysis is still underway, preliminary findings suggest:
Online education must evolve, moving beyond basic ‘accessibility’ to focus on interactive and engaging learning experiences that are both meaningful and transformative.
Digital literacy training is essential to help underrepresented students navigate online platforms effectively.
Building a strong sense of community and belonging in virtual environments is crucial to improving student engagement, retention and success.
The emergence of a key insight
What has emerged as a key insight is that achieving true educational equity in online learning is a complex set of considerations and requires a shift beyond simply providing ‘opportunities’ for online learning and engagement. What’s needed now is a more dedicated focus on strategic and considered design, and online learning practices that support meaningful student engagement and success.
By drawing on expert perspectives, this study contributes to shaping a more student-centred and inclusive approach to online higher education that better suits contemporary student needs. It also opens up further conversations and investigations on this topic, including the critical opportunity to seek student perspectives and ‘student voice’ on what works best for their individual circumstances.
Research Team Members:
Associate Professor Alice Brown, School of Education, University of Southern Queensland
Professor Nayana Parange, Allied Health and Human Performance, University of South Australia
Associate Professor Jay Cohen, Academic Director – Online Transition, University of Adelaide
Associate Professor Christopher Fisher, Associate Dean, Learning & Teaching, College of Sport, Health and Engineering, Victoria University
Professor Jill Lawrence, School of Humanities and Communication, University of Southern Queensland
Professor Puspha Sinnaya, Head of Teaching Quality, First Year College, Victoria University
Dr Megan Kimber, Graduate Research School, University of Southern Queensland