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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.

Inclusivity through Asynchronous Interactions that Extend Past Barriers to Education