Assessing culturally inclusive instructional design in online learning

Gurjar, Nandita; Bai, Haiyan

doi:10.1007/s11423-023-10226-z

Cited by 3 publications

(2 citation statements)

References 47 publications

(132 reference statements)

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“…One of the significant and powerful themes that emerges from the analysis of the data is the realization that no single scholarship can exhaustively serve as unique lens for the inclusion of culturally diverse learners in online post-secondary pedagogy. Some practitioners will be drawing from constructivism (Gurjar & Bai, 2023), others from social constructivism (Donelan & Kear, 2023). Critical pedagogy (Collier & Lohnes Watulak, 2023) will an essential go to.…”

Section: Osmosis With Key Pedagogical Scholarshipmentioning

confidence: 99%

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Fovet

2023

APUBS

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Recent profound societal transformations have led to a broad reframing of the collective understanding and use of the term ‘diversity’. In the tertiary sector, in particular, this widening and deepening of the reflection on learner diversity has meant a move away from a simple focus on impairment; this term now also encompasses all intersectional dimensions of culture, race, Indigeneity, socioeconomics, gender and sexual orientation, and age. The tertiary sector is urgently seeking tools to embed this emerging lens into teaching and learning practices. The online facets of post-secondary teaching have lagged behind in this reflection, and the COVID pandemic pivot has highlighted how challenging management of change could be in online pedagogy. Universal Design for Learning (UDL) has offered powerful promises in supplying instructors with hands-on resources to navigate this rapid transformation of online pedagogy and guarantee that online learning spaces are fully inclusive. This paper explores and analyzes auto-ethnographic data collected by the author along the last four years, while he provided support and professional development around UDL as a consultant through the sector. The paper presents key findings from this analysis in relation to the usefulness of UDL in the diverse online class, and invites a reflection related to their strategic implications for higher education.

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Section: Osmosis With Key Pedagogical Scholarshipmentioning

confidence: 99%

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Fovet

2023

APUBS

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“…The paper proposes additional investigation to examine the impacts of various courses and assessment modalities. Gurjar and Bai (2023) conducted an evaluation of the psychometric features of the Culturally Inclusive Instructional Design (CIID) scale. The study utilized data collected from K-20 educators and employed both exploratory and confirmatory factor analyses.…”

Section: Introductionmentioning

confidence: 99%

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

Kiruma,

Aseey,

Kyalo

et al. 2023

SCIMUNDI

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The objective of this study was to establish the moderating influence of learner diversity on the relationship between institutional readiness and learner participation in distance learning in Kenya. The study adopted a mixed-methods research. The target population included 916 learners enrolled in bachelor of education programs, with a representative sample of 180 students selected. A structured survey questionnaire was utilized to collect data. Open-ended survey questions provided qualitative insights, enriching the data. The qualitative data were analyzed thematically. Descriptive statistics were employed to summarize the quantitative data, providing a clear overview of learners' perceptions and responses. Hierarchical regression analysis was used to test this hypothesis. The findings suggest that learner diversity does not significantly alter the relationship between institutional readiness and learner engagement. While institutional readiness remains a robust predictor of participation (Model 1: β = 0.920, t = 31.226, p < 0.05), the introduction of the moderating variable in Model 2 leads to diminished individual significance for both institutional readiness and the moderating variable. However, Model 3 unveils a nuanced landscape, emphasizing the critical role of the interaction term. The substantial impact of the interaction term (β = -8.392, t = -12.019, p < 0.05) underscores the intricate interplay between institutional readiness and learner diversity. This study emphasizes the importance of prioritizing institutional readiness to enhance learner participation in distance learning, acknowledging the subtle yet influential role of learner diversity in shaping this relationship. Future research could delve deeper into the specific mechanisms through which learner diversity interacts with institutional readiness to influence participation. To enhance distance learning in Kenya, it is recommended to strengthen institutional readiness by investing in robust technological infrastructure. Continuous faculty training programs should be implemented to enhance digital teaching proficiency. Collaborative efforts among faculty members to improve online learning experiences should be encouraged. Equitable access to resources, particularly for diverse learners, must be ensured to promote inclusivity. Policymakers should prioritize these measures, emphasizing the significance of a well-prepared institutional environment for effective and equitable distance education in Kenya.

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Best Practices, Approaches, and Strategies for Humanizing Online Learning

Gurjar

2024

Incorporating the Human Element in Online Teaching and Learning

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This chapter focuses on best practices and strategies for humanizing online learning. The chapter explores humanizing online learning through three different lenses: culturally inclusive online course design, feminist principles and theory, and learning experience design (LXD). Although the approaches may differ, the goal is the same: designing human-centered online learning to facilitate learners accomplishing their desired goals. Best practices and strategies from each approach will be discussed to guide designers and instructors in designing the optimal learning experiences to humanize online learning. The mission is to educate and inform higher education and to support student success and retention in online learning.

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Assessing culturally inclusive instructional design in online learning

Cited by 3 publications

References 47 publications

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

The Moderating Influence of Learner Diversity on the Relationship between Institutional Readiness and Learner Participation in Distance Learning in Kenya

Best Practices, Approaches, and Strategies for Humanizing Online Learning

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