<p class="3">From a design perspective, the intentionality of students to engage in surface or deep learning is often experienced through prescribed activities and learning tasks. Educators understand that meaningful learning can be furthered through the structural and organizational design of the online environment that motivates the student towards task completion. However, learning engagement is unique for each student. It is dependent on both how students learn and their intentions for learning. Based on this challenge, the design of online discussions becomes a pedagogical means in developing students’ intentionality for the adoption of strategies leading to deep learning. Through a Design-Based Research (DBR) approach, iterative design of online learning components for undergraduate field experience courses were studied. For this paper, the focus of the research is on examining factors that influenced deep and surface levels of learning in online discussion forums. The results indicate that design factors (i.e., student engagement, group structures, and organization) influence the nature and degree of deep learning. From the findings, two implications for practice are shared to inform the design and scaffolding of online discussion forums to foster deep approaches to student learning.</p>
A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.
Challenges to obtaining quality academic accommodations for stu dents with visual impairments in postsecondary education hinder accessibility and the success of such students. The limitations of current policies and practices intended to address the needs of students in Canada are examined and potential solutions are discussed. Further systemic changes are needed to improve the quality and timeliness of accommodations.
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