Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective

Research output: Chapter in book/report/conference proceedingChapterpeer-review

Abstract

This chapter describes a small case study of differentiated instruction and inclusive design practices during a COVID-19-forced migration to online learning at a university in Hong Kong. Fourteen higher education instructors were interviewed, and their responses analysed thematically. The participants reported that they felt overwhelmed with the workload to consider differentiated instruction initially; their sole focus was on delivering an online teacher-centred class. As they become more confident and familiar with a range of technologies, they started to differentiate instruction. They used student response systems to facilitate learning and focused on engaging learners in smaller groups. Their experiences suggest ways to facilitate differentiated instruction and design inclusive online classes in the higher education sector.
Original languageEnglish
Title of host publicationHandbook of digital higher education
EditorsRhona Sharpe, Sue Bennett, Tünde Varga-Atkins
PublisherEdward Elgar Publishing Ltd.
Chapter11
Pages135-147
Number of pages13
ISBN (Electronic)9781800888494
ISBN (Print)9781800888487
DOIs
Publication statusPublished - 10 Jun 2022

Fingerprint

Dive into the research topics of 'Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective'. Together they form a unique fingerprint.

Cite this