Download PDFOpen PDF in browser

Inclusivity through Asynchronous Interactions that Extend Past Barriers to Education

10 pagesPublished: February 12, 2020


This paper explores a case study of how educators reach out to and edify individuals behind barriers to educational opportunities. The scope of this paper does not address all barriers to education, but researches three: distance as a barrier that keeps a student physically distanced from the classroom, time as a barrier that forces communication to be asynchronous, and extendibility as a barrier that begs the question, “Can a teacher’s influence be satisfactorily extended through the barriers of distance and time?” Edifying, within this interpretive frame, is defined as inviting the alma mater presence, guiding the learning experience, and revealing the previously out of reach or concealed context to the learner. Through an examination of artifacts and conducting of interviews, five themes describe how one organization successfully reaches out to and edifies learners behind the barriers of distance, time, and extendibility. These themes are the significance of feedback, overcoming the burden of asynchronicity, genuine concern for the student, true to brand, and cost consciousness.

Keyphrases: asynchronous interaction, Barriers to Education, Inclusivity, independent study, online learning

In: Claudia Urrea (editor). Proceedings of the MIT LINC 2019 Conference, vol 3, pages 224--233

BibTeX entry
  author    = {Jonathan Spackman},
  title     = {Inclusivity through Asynchronous Interactions that Extend Past Barriers to Education},
  booktitle = {Proceedings of the MIT LINC 2019 Conference},
  editor    = {Claudia Urrea},
  series    = {EPiC Series in Education Science},
  volume    = {3},
  pages     = {224--233},
  year      = {2020},
  publisher = {EasyChair},
  bibsource = {EasyChair,},
  issn      = {2516-2306},
  url       = {},
  doi       = {10.29007/k61w}}
Download PDFOpen PDF in browser