Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017

Abstract

Purpose

This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner.

Design/methodology/approach

The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation.

Findings

This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach.

Practical implications

The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive.

Originality/value

The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.

Citation

Algozzini, L.C., Gabay, V.L., Voyles, S.D., Bessolo, K. and Batchelor, G. (2018), "Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017", Journal of Applied Research in Higher Education, Vol. 10 No. 2, pp. 118-129. https://doi.org/10.1108/JARHE-04-2017-0031