Creating excellent inclusive online and offline learning environments in higher education (R-13430)

Achieving academic success in higher education is important, especially for countries driven by a knowledge economy. Expectations of better job opportunities, less risk of depression and greater economic prosperity mean that the number of students is increasing worldwide. The lecture halls are becoming increasingly visibly and invisibly more diverse. Inclusive higher education is the answer that the Higher Education Support Model, since 2017, offers in Flanders. In practice, the recommended two-track policy results in the implementation of 'reasonable adjustments' that do not go beyond granting equal access to vulnerable students. However, this approach has proved to be no guarantee of an equal outflow. However, providing broad basic care in learning environments is more ambitious. Stakeholders often know 'what' is happening and 'how' it is happening. However, to give every chance to a sustainable, supported inclusive practice -based on common values and beliefsknowledge of each other's 'why' is crucial. This study explores the 'why' of inclusive highereducation in the online and offline learning community at Hasselt University among various stakeholders using a qualitative research method.Now that the digital divide has exposed inequalities, it is being investigated whether the previously formulated definitions hold up and what this means for the academic and social integration of(vulnerable) students. From previous research we already know the thresholds and success experiences of (vulnerable) students in the current diverse (digital) learning environment. In a systematic review, instruments are brought together that have previously been validated to scan learning environments - with a focus on broad basic care and as little stigmatising'reasonable accommodation' as possible - for their inclusiveness. The aim is to bring them together in one tool that facilitates teachers and students to screen their learning environment for their degree of inclusiveness. The model for broad basic care 'Universal Design for Learning' (UDL) can serve as a basis for this instrument. The aim of this study is to empower teachers in developing powerful inclusive online and offline learning environments. These are learning settings in which not only the 'average' student but 'all' students achieve effective learning: both the student who asks for more challenge and the student who is most challenged in his/her/their learning. In an action research, teachers and students get to work co-creatively with broad basic care and the detailed instrument while transforming their learning environments. After this intervention, the revised lessons are given. A quantitative pre- and post-measurement of teachers charts their 'growth'. Existing validated instruments can be used to measure attitudes and competence perception. Lesson observations and individual interviews delve deeper into the process that teachers go through. At the same time, this study is also critical of models such as 'UDL' that claim to be successful and remove barriers for 'all' students. Students with and without special vulnerabilities will be questioned about this in a qualitative research method after following the revised lessons.

Keywords:Inclusive higher education, Teacher professionalisation, UDL

Disciplines:Higher education, Inclusive and special education