Blended Learning Environments in Inclusive Education at the University

Abstract

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies

“…Universities in China have raised their level of awareness in blended learning and have integrated the mode of blended learning in their educational setup (Zhang Y. et al, 2020 ). Furthermore, in the field of research in education, the theme of blended learning has emerged as a leading construct, especially in the current pandemic situation due to coronavirus disease 2019 (COVID-19) (Huang et al, 2020 ).…”

Ideas for Creation: A Comparison of the Learning Results of Three-Dimensional Images between Active Learning and Child-Centered Education of Product Design Students

“…In this case, this would not only depend on textbooks, but also involve the intellectual knowledge from students' own analysis causing their cognitive knowledge processes to gain the highest level of effectiveness [5]. Similarly, this would also assist the students to utilize the knowledge from active learning to be applied with the creative designing of three-dimensional images as widespread products, including promoting the creative ideas for learners at a broader level [6].…”

The Universal Genre Sphere: A Curricular Model Integrating GBA and UDL to Promote Equitable Academic Writing Instruction for EAL University Students

“…In the case of higher education and ELT, there has been relatively little research on inclusion and support for EALs from marginalised backgrounds, and this work has tended to focus on students experiencing marginalisation due to race, ethnicity, immigrant and refugee status, or sexual orientation (e.g., Crump, 2014;Paiz, 2019;Taylor & Sidu, 2011). Although the inclusion of students from all types of marginalised backgrounds is of great importance, there is arguably even less work being done in higher education that addresses the intersection of English language learning and disability (e.g., Young, 2019;Young & Schaefer, 2019;Zhang et al, 2020). One of the main obstacles is the lack of training within teacher preparation programmes internationally (David & Brown, 2020;Sowell & Sugisaki, 2020;Young, 2019).…”