Creating Accessible and Inclusive Online Learning

Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.

Images can improve learning and performance. However, research suggests that many online educators and instructional designers lack the knowledge, skills, and abilities to effectively create and use images when designing online courses and instructional materials. Given this problem, we conducted a qualitative content analysis of images used within 20 different college courses to better understand how images are used in online courses. After creating a new image categorization, we coded 232 images. Results found that while only 27% of images in online courses were educational, other types of images can still serve important roles in online courses. The results were used to create a new framework for image use in online learning. We conclude the paper with recommendations that can help online educators and instructional designers select images for the online courses they design and teach.

NOTE: This is a repeat of the session with the same title offered on Tuesday, but with a different set of faculty panelists. The framework for both sessions is the same, but there will be unique perspectives and ideas shared, so there is benefit to attending both sessions. As Mason expands our fully-online programs and courses, we (faculty) need to learn about best practices for online teaching, and how to apply these best practices and strategies to our own online teaching in our courses and disciplines. Online teaching takes much time and effort, particularly when teaching online for the first-time or when teaching a new course online. What can we do to better support each other, and particularly support faculty who are new to online teaching? Communal learning, such as mentoring, coaching, and faculty learning communities, all can have positive effects on online teaching development (Wright, 2016), with new & experienced faculty sharing ideas, strategies, practices and experiences in a supportive environment. In this session, we will provide participants with an opportunity for communal learning, by featuring a Mason faculty panel who will share their “online teaching survival tips”, i.e., practical tips, strategies and solutions for a successful online course and online teaching experience. The multidisciplinary panel consists of Mason faculty with a range of online teaching experience, from very experienced to those who have just started teaching online. This session will consist of three components:(1) Q & A Discussion with Mason Faculty Panel; (2) Breakout sessions to discuss online teaching strategies & practices; and (3) Participant Feedback on Stearns Center Online Teaching Resources. Mason Faculty Panel (communal learning): Panel members will share & discuss their online teaching tips guided by the format of how an online course progresses through the semester, i.e., tips for the start of a course; tips during a course; and tips for wrapping up/ending a course. “Online teaching survival tips” will emphasize strategies for managing time and workload while teaching online. The panel also will address specific questions from the session participants about online teaching strategies. Breakout Groups will allow participants to discuss and share online teaching strategies and practices with panelists. Participant Feedback (conclusion & next steps): The session will conclude with panelists and participants discussing what resources are recommended to better support online teaching at Mason. What can Stearns Center-Digital Learning do to support faculty teaching online? And how can online faculty support each other? Participants will be provided with link to survey to share their recommendations for Stearns Center resources for online teaching. CITED Wright, M. 2016. Evidence-Based Principles for Online Faculty Development. EDUCAUSE Review® (November 14, 2016). https://er.educause.edu/articles/2016/11/evidence-based-principles-for-online-faculty-development (accessed 2/26/2020).

In this paper the authors illuminate the distance education field of endeavor to point out that online education can now be found at most educational levels (elementary, secondary, post-secondary) globally. This enterprise requires a multitude of traits which are detailed herein in order to alert the new online educator and remind the veteran educator of the essential elements required to achieve desired outcomes. To instruct online clearly requires informed goal setting, clear processes, and predictable outcomes, from the onset. As well designers need to examine current research, conduct online research, and listen to feedback from online students to maintain and nurture both the program and the students. Some key factors of online education are laid out which include strategic intent (planning), content (curriculum), and pedagogy (incorporating current learning theories into delivery models). As well several underpinning qualities are described that must be present such as the teacher’s quality of online instruction, and level of expertise in distance learning. All online educators need to be aware of the student (profile of successful online learners, interaction), assessment/evaluation (rigorous, comparable and authentic), support (student support and training on using the technology), technical infrastructure, and the need to review program frequently which is key to the development and maintenance of successful online education efforts

In the contemporary landscape of education, integrating Project-Based Learning (PjBL) within online educational environments has emerged as a prominent pedagogical approach, aiming to foster students' critical thinking, collaboration, and problem-solving skills. This study seeks to evaluate students' experiences with Project-Based Learning in the context of online education, recognizing the significance of understanding the effectiveness and challenges associated with this instructional method. The primary aim of this research is to assess the perceptions and experiences of students engaging in Project-Based Learning within online educational settings. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews to capture students' perspectives comprehensively. The study sample comprised students enrolled in diverse online courses across various disciplines, ensuring a broad representation of experiences and insights. The study's main results reveal a nuanced understanding of students' experiences with Project-Based Learning in online educational contexts. Quantitative analysis indicates overall positive perceptions regarding the effectiveness of PjBL in enhancing learning outcomes and fostering student engagement. Qualitative findings further elucidate the multifaceted nature of students' experiences, highlighting both the benefits and challenges of implementing PjBL in online settings. In conclusion, this research underscores the potential of Project-Based Learning as a valuable instructional approach within online education, offering opportunities for meaningful learning experiences and skill development. However, it also identifies several considerations and areas for improvement, such as adequate technological support, clear guidelines, and enhanced facilitation to optimize the PjBL experience in online environments. This study contributes to the field of education by providing empirical insights into implementing Project-Based Learning in online educational contexts. The findings offer valuable implications for educators, curriculum designers, and policymakers seeking to effectively integrate innovative pedagogical approaches into online learning environments, ultimately enhancing the quality and efficacy of online education.

Historically, online instructors have primarily, if not solely, used asynchronous text-based communication to interact and communicate with students in online courses. However, despite this use, online instructors and students have expressed concerns and limitations with asynchronous communication. Research suggests that synchronous communication technology may address some of the limitations of asynchronous communication. Further, advances in synchronous video-based communication technology make it easier than ever to incorporate synchronous communication technology into online courses. However, comparatively, little is known about online instructors’ experiences and perceptions of using synchronous communication technologies in online courses and how they think they can help with community development. The purpose of this study was to explore instructors’ experiences and perceptions of synchronous communication technology. Thematic analysis of semi-structured interviews with 18 online instructors resulted in the following themes: (a) instructors use synchronous communication technology in multiple and various ways in online courses; (b) the perceived benefits of real-time visual communication outweigh the drawbacks identified; (c) the benefits of nonverbal communication depend on situational factors and how synchronous features are used; (d) productive and meaningful interaction requires intentional yet flexible facilitation during synchronous sessions; (e) synchronous sessions can provide a place for community to build and grow but they are not required for community development. Altogether, findings suggest that real-time visual communication may aid in community building in online courses but that its effectiveness depends on several situational factors, and that synchronous lecturing may be less conducive to developing classroom community in online courses. Results and future research directions are discussed.

Online learners are increasingly diverse (NCES, 2022), which underlines the need for instructors to be inclusive and equitable in online teaching. Inclusion refers to providing opportunities for all learners in the online course, so they can actively participate and feel welcomed and belong in the course, and equity ensures that all learners have fair treatment and access to the opportunities and resources needed to succeed. In this survey-based research, we developed an Inclusive and Equitable Online Teaching Strategies (IEOTS) instrument with 45 strategies and examined instructor perceptions of the helpfulness of these strategies. These strategies focused on instructor self-awareness and commitment, getting to know the learners, course design, course facilitation, and evaluation. Based on the 478 online instructor survey responses, descriptive statistics showed that the instructors rated the strategies between somewhat helpful and helpful. In the open-ended question, student choice was described as an important aspect of the online course being inclusive and equitable. Analysis conducted based on the learner (student level), instructor (gender, ethnicity, teaching experience and teaching expertise), course (delivery modality), and organizational differences (required training, collaboration with instructional designer) found that instructor perceptions of helpfulness was higher for the course design subscale for instructors who taught online asynchronously rather than synchronously; higher for the know your learner subscale for instructors who taught graduate students rather than those who taught undergraduate students, and between those who attended training for online teaching compared to those who had not. In addition to supporting diverse online students, this study has implications for online instructors, instructional designers, and administrators who provide support to integrate these strategies effectively.

Women constitute the majority of U.S. online learners, an environment that can cloak gender issues. Nevertheless, people bring their experiences and attitudes to the educational table, and gender remains a significant factor that online educators need to consider. This chapter focuses on the biological and social aspects of gendered learning and self-identity as they apply to online learning, particularly in Western societies. Gender-sensitive instructional design and technology incorporation strategies are provided to support gender-equitable engagement in online education.

Online and distance education presents many challenges for both educators and system designers. The nature of these challenges is given particular clarity when examining online education in respect to pedagogical approaches which emphasize the importance of dialogue as part of the educational process. In order to begin to understand the dialogic role that technology plays in online education, a phenomenologically-oriented conceptual framework is sketched out. Taking computer interactions to be structured largely as interpretive processes that occur within a wider cultural context, the role of online educational systems in instructor-student dialogue is presented as a form of technological utterance, able to both sustain, as well as instantiate, messages in a dialogue between students and instructors. Introducing questions for future research, the aim is to develop design theory for both the design of online education as well as for design in general.

Situation with coronavirus has demonstrated that online education is a compulsory measure in arrangement of education for children with disabilities. Learners with disabilities cannot capture educational programs without use of dedicated (adapted) educational programs and methods of teaching and upbringing and also their software support. This article covers issues of arrangement of an educational process for learners with mental retardation with the use of online educational technologies and also describes experience of creation of 'InclusiveEdu – Information Science 7' software within principal educational school program. It offers maximum available and efficient educational space arrangement of which takes into account individual characteristics of learners and this educational space can involve all the participants in educational relations: learners, their parents (legal representatives), teachers, special community helpers. It has been found that mentally-retarded children prefer to watch and listen to information instead of reading. That is why the developed software product offers an opportunity to listen to important information. In order to test efficiency of the developed software, a pedagogical experiment was carried out in four schools of Almaty City in conditions of online education which produced positive results in favor of the offered teaching methodology. Key words: online education, inclusive education, inclusive online education, software, disabilities, mental retardation, dedicated educational programs, special educational needs.

Recent years have seen an explosion in the popularity of online education, yet the impacts of online education on existing education models, teachers, and students are not fully understood. While the rise of online education is evident in countries around the world, students in East Asian societies have been particularly active in their online educational pursuits. This chapter seeks to further understand the significance of these trends by using empirical evidence from a nationwide survey conducted in collaboration with the Election Study Center in Taiwan. In particular, it aims to identify the impacts of online education on the existing education model, teachers, and students. The results indicated that online education has had major impacts on the existing education model. It was seen as more Western, active, top-down, and focused on knowledge acquisition than offline education, which suggests that offline education represents a significant departure from the approaches to teaching and learning that locals have come to expect. The perceived impacts on teachers included an encouragement of teaching quality improvement and lessened the overall burden. As for students, the perceived impacts have been mostly positive, with respondents viewing online education as encouraging independent learning, providing more opportunities to be critical of teachers, and not necessarily discouraging creativity or asking questions. Respondents also suggested that online education supplemented the breadth, depth, and richness of educational opportunities, suggesting that some respondents viewed local educational opportunities as inadequate. Detrimental impacts on students included decreased opportunities for face-to-face interaction with peers and teachers as well as mentions of assessment problems and student apathy.

Accounting is the preferred hot major for private college students. The Covid-19 has promoted the large-scale application of online education and made the teaching of accounting produce new characteristics. The development of information technology puts forward higher requirements for the training of accounting talents, which requires accounting work to be changed from traditional financial accounting to management accounting decision-making [1]. Combined with the existing problems in the teaching of accounting in private colleges, we should find out the advantages and disadvantages of accounting specialty education under online education and integrate the link between online education and traditional education. From the aspects of the online educational resource management system, teachers' and students' information literacy, accounting professional virtual practice teaching platform, teacher-student relationship, and online teaching-learning evaluation mechanism, the advantages of offline education and online education are complementary. This paper puts forward a new idea of reform of accounting specialty teaching in private colleges under online education and creates a new accounting specialty teaching model.

Many online educational tools along with computer-assisted language learning (CALL) systems for language learning have sprouted up in the past several decades. Online learning meets the needs of students who have grown up in a world with rapidly changing technology. Online education can provide technology-enhanced and learner-centered instruction to students. Yet, there is a persistent myth that e-learning is not effective, particularly regarding language education. This chapter verifies that this is indeed only a myth. The author suggests that success or failure of online language learning is not necessarily due solely to online education itself. The chapter analyzes learners' motivations and their achievements. The chapter further discusses the teacher's role in online education.

Course design is critical to online student engagement and retention. This study focused on the development and validation of an online course design elements (OCDE) instrument with 38 Likert-type scale items in five subscales: (a) overview, (b) content presentation, (c) interaction and communication, (d) assessment and evaluation, and (e) learner support. The validation process included implementation with 222 online instructors and instructional designers in higher education. Three models were evaluated which included a one-factor model, five-factor model, and higher-order model. The five-factor and higher-order models aligned with the development of the OCDE. The frequency of use of OCDE items was rated above the mean 4.0 except for two items on collaboration and self-assessment. The overall OCDE score was related to self-reported levels of expertise but not with years of experience. The findings have implications for the use of this instrument with online instructors and instructional designers in the design of online courses.

The digital revolution and skilled workforce define the advances and evolution of any nation’s population. To stay competitive, an education system must cater to the demands of the technological age. The latest technological advancements have improved the quality of modern education. New advances in ICT, the transformation of learning, and a constantly competitive environment are nearly reimagining the academic spectacle. In the last decade, there has been a gap in research on online teaching and learning and very few systematic reviews has been done of this area. This systematic review of literature aims to address this gap by examining 55 research articles on online teaching and learning published in eleven journals in the last two decades. These studies were examined for publication trends and patterns, research themes, research methods, and research settings. While there has been a slight decrease in the number of studies on online learning in 2014 to 2016, it has then continued to increase in 2018, especially after the pandemic. The majority of these studies were quantitative in nature and examined higher education learners. Online learning was categorized into four themes and a framework across Technology, Human, Design and also Course and Evaluation was developed through this study. Several studies have examined online learner’s characteristics and learner’s engagement, as well as organization-level topics such as technology, content, and management. Research on online learning engagement is mixed, with some showing higher student engagement compared to traditional classrooms, while others note lower engagement due to lack of contact and feedback. Effective online education requires secure technology, experiential learning, teacher preparedness, learner motivation, and robust feedback mechanisms. Future learners, particularly self-directed ones, may prefer online learning. Interactive educational settings, collaborative platforms, and supplemental online programs enhance accessibility but require constructive instruction. Institutions must ensure equal success in online courses and traditional classrooms to meet diverse learner needs and sustain enrollment. By employing rigorous inclusion criteria and a systematic approach, this study offers insights into the various paradigms of online learning. However, there is still a need for additional research on these topics.