Inclusive considerations for optimal online learning in times of disasters and crises
Information and Learning Sciences
ISSN: 2398-5348
Article publication date: 25 June 2020
Issue publication date: 10 August 2020
Abstract
Emergencies can create situations where traditional face-to-face courses need to quickly be transferred to be online. When transitioning, it is easy to focus on simply moving content into an online learning management system quickly and training instructors and students in the basics of how to use the platform in a pared-down learning structure. However, this article argues that approaching emergency course redesign with accessibility in mind at the start of the transition will ensure that more students, including students with disabilities, succeed in the online learning environment. This also helps ensure the course is designed for optimal student learning outcomes.
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Acknowledgements
This paper is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education” which contains shorter, rapid-turnaround invited works, not subject to double-blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 toward pragmatic instructional application in the Fall 2020 semester.
Citation
Thompson, K.M. and Copeland, C. (2020), "Inclusive considerations for optimal online learning in times of disasters and crises", Information and Learning Sciences, Vol. 121 No. 7/8, pp. 481-486. https://doi.org/10.1108/ILS-04-2020-0083
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited