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Inclusive Online Learning Environment: Fundamental Steps for Universal Design for Learning Incorporation in Higher Education
PROCEEDING

, University of Calgary, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Designing an inclusive online learning requires sufficient support to assist instructors in developing their teaching capacity. The aim of this case study is to explore the process of developing teaching capacity in terms of designing an inclusive online learning environment. A group of online instructors and an academic leader who designed and facilitated an online graduate program based on Universal Design for Learning (UDL) was involved in the study. Data was gathered from semi-instructors interviews. Preliminary findings involved providing pedagogical and technological support was the main key to foster UDL implementation. Also, having a community of practice assisted instructors in developing their teaching capacity.

Citation

Altowairiki, N.F. (2016). Inclusive Online Learning Environment: Fundamental Steps for Universal Design for Learning Incorporation in Higher Education. In Proceedings of E-Learn: World Conference on E-Learning (pp. 566-570). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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