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Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education

Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education

Darina M. Slattery
Copyright: © 2024 |Pages: 19
ISBN13: 9798369302682|ISBN13 Softcover: 9798369302699|EISBN13: 9798369302705
DOI: 10.4018/979-8-3693-0268-2.ch002
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MLA

Slattery, Darina M. "Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education." Designing Equitable and Accessible Online Learning Environments, edited by Lydia Kyei-Blankson, et al., IGI Global, 2024, pp. 31-49. https://doi.org/10.4018/979-8-3693-0268-2.ch002

APA

Slattery, D. M. (2024). Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education. In L. Kyei-Blankson, J. Keengwe, & E. Ntuli (Eds.), Designing Equitable and Accessible Online Learning Environments (pp. 31-49). IGI Global. https://doi.org/10.4018/979-8-3693-0268-2.ch002

Chicago

Slattery, Darina M. "Strategies for Designing Equitable, Accessible, and Effective Blended and Fully Online Education." In Designing Equitable and Accessible Online Learning Environments, edited by Lydia Kyei-Blankson, Jared Keengwe, and Esther Ntuli, 31-49. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-0268-2.ch002

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Abstract

The arrival of the pandemic in early 2020 necessitated a rapid transformation in higher education. In the early days of the pandemic, many instructors struggled to redesign their courses quickly, devise alternative assessments, and adapt to new technologies, while others welcomed the opportunity to learn new techniques and technologies. Because some institutions have decided to continue offering blended and fully online programmes in this post-pandemic period, many instructors are now looking for more guidance on which strategies they should continue to employ, and which other strategies to consider, when teaching online. Furthermore, as more students from diverse backgrounds, abilities, ages, races, and cultures avail of online programmes, there is an even greater need to consider diversity, equity, and inclusion when developing online courses. To help alleviate these challenges, this chapter presents a systematic approach to designing, delivering, and evaluating blended and fully online courses.

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