澳大利亚的包容性在线学习：障碍与促成因素
Inclusive Online Learning in Australia: Barriers and Enablers
AI总结：
本研究通过西澳三所学校的访谈与工作坊，识别在线学习在多层面的障碍与促成因素，并以 Digital Inclusion Studio 验证整体性支持方案。
摘要：
尽管疫情凸显了技术在儿童生活中发挥的关键作用，但并非所有澳大利亚儿童都能可靠地获取技术。这种状况加剧了我国本已最脆弱儿童群体的教育劣势。在本研究项目中，我们与西澳大利亚州的三所学校开展了一个试点项目，为学生、家长、学校工作人员和教师组织了一系列工作坊和访谈。基于丰富的实证材料，我们在个体、人际、组织和基础设施层面识别了数字包容性在线学习的关键障碍与促成因素。尤为重要的是，技术只是其中的一部分——要促进包容性在线学习，还需要一系列社会、环境和技能方面的“基础设施”。基于这一发现，我们举办了 Digital Inclusion Studio（数字包容工作室），以应对这一整体性问题，并获得了参与者极其积极的反馈。最后，我们为希望支持更具数字包容性学习的利益相关方（家长、学校、政府机构）提出了一系列建议。
英文摘要：
While the pandemic highlighted the critical role technology plays in children's lives, not all Australian children have reliable access to technology. This situation exacerbates educational disadvantage for children who are already amongst our nation's most vulnerable. In this research project, we carried out a pilot project with three schools in Western Australia, conducting a series of workshops and interviews with students, parents, school staff members, and teachers. Drawing on rich empirical material, we identify key barriers and enablers for digitally inclusive online learning at the individual, interpersonal, organizational, and infrastructural levels. Of particular importance is that technology is only part of this story - an array of social, environmental, and skills "infrastructure" is needed to facilitate inclusive online learning. Building on this finding, we ran a Digital Inclusion Studio to address this holistic set of issues with strongly positive feedback from participants. We conclude with a set of recommendations for stakeholders (parents, schools, government agencies) who wish to support more digitally inclusive learning.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
