The Potential of Distance Education for the Inclusion of Students in Higher Education

2021 ◽  
pp. 379-401
Author(s):  
Carla Freire ◽  
Catarina Mangas ◽  
Rogério Costa ◽  
Adriana Lage Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
Face To Face ◽  
Design For Learning

We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.

Intentionality in Blended Learning Design

2020 ◽  
pp. 204-231
Author(s):  
Natalie Nussli ◽  
Kevin Oh
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mediated Learning ◽  
Responsive Teaching ◽  
Face To Face ◽  
Design For Learning

The purpose of this theoretical chapter is to develop a tool that helps educators develop digitally mediated learning (DML) episodes by systematically applying the principles of four paradigms, namely meaningful learning, ubiquitous learning (u-learning), universal design for learning (UDL), and culturally responsive teaching (CRT). The goal is to harness the affordances of each paradigm and combine them into an approach that systematically enhances and enriches DML. This chapter will be relevant for teachers in higher education wishing to complement their face-to-face teaching with carefully designed digitally mediated content capitalizing collaboration, interaction, personal relevance, and projects that can provide creativity-enhancing learning.

Inclusive Higher Education in Spain: Students With Disabilities Speak Out

2018 ◽  
Vol 19 (3) ◽  
pp. 215-231 ◽  
Author(s):  
Anabel Moriña ◽  
Victor H. Perera
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Main Ideas ◽  
Architectural Barriers

This study examined the barriers and supports to inclusive education identified by university students with disabilities in Spain. A qualitative methodology is used. Students identified several organizational and architectural barriers and supports in completing their degrees. The conclusions go back to the main ideas analyzed to discuss previous works; likewise, proposals for improvements are provided, such as the need to train faculty in inclusive education and universal design for learning and the importance of redesigning learning environments to make them more accessible.

Using Digital Tools to Foster Student Engagement Within the Universal Design for Learning Framework

2020 ◽  
pp. 411-428
Author(s):  
Lisa Harris ◽  
Lindsay Yearta ◽  
Allison Paolini
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Higher Education Institutions ◽  
Digital Tools ◽  
Learning Needs ◽  
Learning Framework ◽  
Design For Learning

Students are diverse. They vary widely in their background knowledge, interests, languages, academic strengths, and learning needs. In order to retain these students, higher education institutions must create flexible and engaging learning environments. Universal design for learning (UDL) is a research-based framework used to guide the development of instructional goals, teaching methods, materials, and assessments to meet the needs of all learners. The three overarching UDL principles and corresponding guidelines are discussed as a framework for making decisions about integrating digital tools into teaching and learning environments. Examples of how the authors have used technology to meet the guidelines in higher education classrooms are provided.

The Role of Student Affairs in Promoting Social Justice in South Africa

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Birgit Schreiber
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Justice ◽  
Student Affairs ◽  
Universal Design ◽  
Conceptual Models ◽  
Universal Design For Learning ◽  
The Social ◽  
Design For Learning

AbstractStudent affairs, as an integral part of universities, has taken on a key position in contributing to social justice as one of the central imperatives of higher education in South Africa. This article sketches the development of this role and outlines some important tasks for contemporary student affairs. Three conceptual models within the social justice framework are utilized: participatory parity, universal design for learning, and student engagement. These models are uniquely useful to strengthen student affairs’s contribution to the development of social justice in South Africa. It is suggested that student affairs leaders articulate a more explicit position on social justice in order to contribute more cogently to students’ awareness of positionality, privilege, and exclusion.

Web Apps for Intercultural Competences and Sustainable Development

2021 ◽  
pp. 349-373
Author(s):  
Carmen Ricardo-Barreto ◽  
Jorge Mizuno ◽  
Daladier Jabba ◽  
Humberto Llinás ◽  
Antonio Medina ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Self Regulated Learning ◽  
Design For Learning ◽  
Test Version ◽  
Addie Model ◽  
Key Aspects ◽  
Intuitive Interface

This chapter presents the results of research performed by Colombian researchers. The research aimed at designing, developing, and evaluating the app to promote the development of intercultural competences and ICT skills in higher education teachers for the creation of virtual learning environments. The project was based on the ADDIE model of instructional design and pedagogical principles of self-training, virtual education, interculturality, and universal design for learning. The test version of the app was piloted in a sample of higher education teachers. The evaluators highlighted key aspects such as the content and dynamics of the app, authentic learning activities, use of emerging technologies, numerous possibilities of interaction with technology, intuitive interface, and presentation of strategies for self-regulated learning. End users also evaluated the app positively in terms of ease of navigation, interactivity, clarity in the presentation of information, relevant content, and promotion of respect for diversity.

scholarly journals Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

2020 ◽  
pp. 1-9
Author(s):  
Paul Rafael SIORDIA-MEDINA ◽  
Nadia Sarahi URIBE-OLIVARES ◽  
Sofía de Jesús GONZÁLEZ-BASILIO
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Learning Environments ◽  
Theoretical Approach ◽  
Teaching Practice ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Technical Knowledge ◽  
Face To Face ◽  
New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

scholarly journals A Reflective Analysis on Neurodiversity and Student Wellbeing: Conceptualising Practical Strategies for Inclusive Practice

2021 ◽  
Author(s):  
Elliott Spaeth ◽  
Amy Pearson
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Universal Design ◽  
Negative Impact ◽  
Universal Design For Learning ◽  
Learning Approach ◽  
Relevant Theory ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Learning Behaviours

With the number of neurodivergent students entering Higher Education increasing, it is essential that we understand how to provide an inclusive educational experience which facilitates positive wellbeing. In this reflective analysis we draw upon our position as neurodivergent academics alongside relevant theory and literature to foster understanding and provide practical strategies for those supporting neurodivergent students. We emphasise the importance of questioning normative assumptions around expected student learning behaviours, and the negative impact that these assumptions can have upon neurodivergent students. We then provide several practical strategies that can be used to develop more inclusive practice, drawing upon principles embedded within a Universal Design for Learning approach.

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