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Flexibility as a Form of Inequity in Emergency Remote Online Learning: The Perspective of Israeli University Students

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Title: Flexibility as a Form of Inequity in Emergency Remote Online Learning: The Perspective of Israeli University Students
Language: English
Authors: Ayelet Becher (ORCID 0000-0003-3860-8006), Ortal Slobodin (ORCID 0000-0002-1371-5254), Gila Manevich-Malul (ORCID 0009-0001-0251-5660), Hama Abu-Kishk (ORCID 0000-0002-4260-4481), Sarab Abu-Rabia Queder (ORCID 0000-0002-4384-0451), Halleli Pinson (ORCID 0000-0001-9294-038X)
Source: Journal of Computing in Higher Education. 2026 38(1):256-284.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Students, Student Attitudes, Online Courses, Distance Education, Emergency Programs, COVID-19, Pandemics, Capital (Sociology), Student Needs, Access to Education
Geographic Terms: Israel
DOI: 10.1007/s12528-025-09433-9
ISSN: 1042-1726
1867-1233
Abstract: Flexible online distance education enables students to interact with content and materials at their own pace and from any location. However, such individualization of students' learning time and space masks differences between learners' access to resources within their spatial environments and temporal contexts and, thus, might generate implicit forms of social inequity. This study examines how flexibility inherent to emergency remote online learning shapes how Israeli university students from different social groups experienced remote online learning during the COVID-19 pandemic. We thematically analyzed semi-structured interviews with 50 undergraduate and graduate students, representing diversity in terms of class, gender, and national categories. We found four spatial and temporal factors that shaped students' ability to harness flexibility to benefit their emergency remote online learning: spatial capital, temporal capital, temporal agency, and temporal intensity. The analysis revealed how such factors were shaped by complex intersections between students' social identities. This study suggests that higher education institutions should make flexibility inclusive and safeguard students from potential adverse effects by tailoring support to diverse student needs and ensuring consistent access to resources as needed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508975
Database: ERIC
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  Data: Flexibility as a Form of Inequity in Emergency Remote Online Learning: The Perspective of Israeli University Students
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  Data: <searchLink fieldCode="AR" term="%22Ayelet+Becher%22">Ayelet Becher</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3860-8006">0000-0003-3860-8006</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ortal+Slobodin%22">Ortal Slobodin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1371-5254">0000-0002-1371-5254</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gila+Manevich-Malul%22">Gila Manevich-Malul</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0001-0251-5660">0009-0001-0251-5660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hama+Abu-Kishk%22">Hama Abu-Kishk</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4260-4481">0000-0002-4260-4481</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarab+Abu-Rabia+Queder%22">Sarab Abu-Rabia Queder</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4384-0451">0000-0002-4384-0451</externalLink>)<br /><searchLink fieldCode="AR" term="%22Halleli+Pinson%22">Halleli Pinson</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9294-038X">0000-0001-9294-038X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computing+in+Higher+Education%22"><i>Journal of Computing in Higher Education</i></searchLink>. 2026 38(1):256-284.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Capital+%28Sociology%29%22">Capital (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 10.1007/s12528-025-09433-9
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  Data: Flexible online distance education enables students to interact with content and materials at their own pace and from any location. However, such individualization of students' learning time and space masks differences between learners' access to resources within their spatial environments and temporal contexts and, thus, might generate implicit forms of social inequity. This study examines how flexibility inherent to emergency remote online learning shapes how Israeli university students from different social groups experienced remote online learning during the COVID-19 pandemic. We thematically analyzed semi-structured interviews with 50 undergraduate and graduate students, representing diversity in terms of class, gender, and national categories. We found four spatial and temporal factors that shaped students' ability to harness flexibility to benefit their emergency remote online learning: spatial capital, temporal capital, temporal agency, and temporal intensity. The analysis revealed how such factors were shaped by complex intersections between students' social identities. This study suggests that higher education institutions should make flexibility inclusive and safeguard students from potential adverse effects by tailoring support to diverse student needs and ensuring consistent access to resources as needed.
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  Data: EJ1508975
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      – SubjectFull: Israel
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