Best of both worlds: Learner perspectives of inclusivity in a blended course

Abstract

Objective: Neurodiversity among learners and related learning needs requires educators to move beyond existing dominant forms of traditional didactic lecturing and rigid assessment methods to inclusive practices. To support neurodiverse learners, a first-year undergraduate nursing course adopted a blended delivery model in the Fall 2022 and 2023 semesters, integrating Universal Design for Learning (UDL) principles through synchronous and asynchronous instructional strategies.
Methods: In this convergent mixed methods descriptive case study, researchers explored how students rated and described their experiences with the UDL-based course design, using surveys (n = 39) and focus groups (n = 12).
Results: While survey and focus group interview findings generally aligned, some learners found the asynchronous weekly units less effective. Thematic analysis revealed five key themes: instructor accessibility and feedback; flexibility and choice; engagement and collaboration; relevant and relatable content; and the impact of stress and anxiety on learning. Although course modifications scored lowest in surveys, focus group participants appreciated instructor flexibility.
Conclusions: Overall, the blended UDL approach supported diverse learning needs. Future recommendations include balancing delivery formats and incorporating ongoing student feedback to enhance inclusivity and better support neurodiverse learner needs.

Keywords

Blended course format / Inclusive curriculum / Nursing education / Universal Design for Learning

References

[1] Statistics Canada. Postsecondary enrolments, by field of study, registration status, program type, credential type and gender. Table 37-10-0011-01. Ottawa: Statistics Canada; 2024 Nov. https://doi.org/10.25318/3710001101-eng

[2] Yarborough A. The procedure in the classroom setting by which nursing faculty construct academic accommodations for undergraduate nursing students with learning disabilities: A scoping review. J Nurs Educ Pract. 2020; 10(1): 85-91. https://doi.org/10.5430/jnep.v10n1p85

[3] Burgstahler SE. Creating inclusive learning opportunities in higher education: A universal design toolkit. Cambridge: Harvard Education Press; 2020.

[4] Meyer A, Rose DH, Gordon D. Universal design for learning: Theory and practice. Wakefield (MA): CAST Professional Publishing; 2014.

[5] Novak K, Tucker CR. UDL and blended learning: Thriving in flexible learning landscapes. IMpress; 2021.

[6] Garrison DR, Vaughan ND. Blended learning in higher education: Frameworks, principles, and guidelines. San Francisco (CA): Jossey-Bass; 2008. https://doi.org/10.1002/9781118269558

[7] UNESCO. A guide for ensuring inclusion and equity in education. Paris: UNESCO; 2017. https://doi.org/10.54675/MHHZ2237

[8] Rose DH. Cracks in the foundation:Personal reflections on the past and future of the UDL guidelines(Internet). Wakefield (MA): CAST Publications; 2022 (cited 2025 Oct 1). Available from: https://www.cast.org/binaries/content/assets/common/news/cracks-foundation-whitepaper-20211029-a11y.pdf

[9] Creswell JW, Plano Clark VL. Designing and conducting mixed methods research. 3rd ed. Thousand Oaks (CA): SAGE Publications Inc.; 2018.

[10] Yin RK. Case study research and applications: Design and methods. 6th ed. Thousand Oaks (CA): SAGE Publications, Inc.; 2018.

[11] Gawronski M, Kuk L, Lombardi A. Inclusive instruction: Perceptions of community college faculty and students pertaining to Universal Design. J Postsecondary Educ Disabil. 2016; 29(4): 331-347. https://files.eric.ed.gov/fulltext/EJ1133816.pdf

[12] Kennette L, Wilson N. Universal Design for Learning (UDL): Student and faculty perceptions. J Eff Teach High Educ. 2019; 1(2): 1-26. https://doi.org/10.36021/jethe.v2i1.17

[13] Lee OE, Kim SY, Gezer T. Factors associated with online learning self-efficacy among students with disabilities in higher education. Am J Distance Educ. 2021; 35(4): 293-306. https://doi.org/10.1080/08923647.2021.1979344

[14] Altowairiki N. Blended learning and the universal design for learning: Practical implications and students’ perceptions. Innov Educ Teach Int. 2024; 62(2): 386-400. https://doi.org/10.1080/14703297.2024.2416496

[15] Espada-Chavarria R, González-Montesino RH, López-Bastías JL, et al. Universal Design for Learning and instruction: Effective strategies for inclusive higher education. Educ Sci. 2023; 13: 620. https://doi.org/10.3390/educsci13060620

[16] Jang S. Redesign of a large statics course for neurodiverse students in the distance learning environment. In: ASEE Annual Conference Proceedings; 2021 Jul 26-29; Virtual Conference. Paper ID #34864.

[17] Din C. Student agency in an undergraduate leadership course. In: Arcellana-Panlilio M, Dyjur P,editors. Incorporating Universal De-sign for Learning in disciplinary contexts in higher education. Calgary (AB):University of Calgary, Taylor Institute for Teaching and Learning; 2021. p. 48-51.

[18] Celestini A, Thibeault C, Masood B, et al. A universal design for success: A mixed methods case study of a first-year BScN course. Qual Adv Nurs Educ. 2021; 7(2): Article 3. https://doi.org/10.17483/2368-6669.1296

[19] Fidelak DD, van Tol K. Reducing accommodation requests in post-secondary education by implementing practical UDL strategies. In: Fovet F,editor. Applying Universal Design for Learning across disciplines. Hershey (PA): IGI Global; 2021. p. 48-71. https://doi.org/10.4018/978-1-7998-7106-4.ch003

[20] Farrell AM. Embedding Universal Design for Learning in the large class context: Reflection on practice. In: Fovet F, editor. Applying Universal Design for Learning across disciplines. Hershey (PA): IGI Global; 2021. p. 365-388. PMid:34448080 https://doi.org/10.4018/978-1-7998-7106-4.ch019

[21] Kirsch BA, Bryan T, Hoferer D. Implementing Universal Design for Learning in the higher education science classroom. J Coll Sci Teach. 2024; 53(2): 135-139. https://doi.org/10.1080/0047231X.2024.2316939

[22] Dean T, Lee-Post A, Hapke H. Universal design for learning in teaching large lecture classes. J Mark Educ. 2017; 39(1): 5-16. https://doi.org/10.1177/0273475316662104

[23] Kumar KL, Wideman M. Accessible by design: Applying UDL principles in a first-year undergraduate course. Can J High Educ. 2014; 44(1): 125-147. https://doi.org/10.47678/cjhe.v44i1.183704

[24] Marquis TL. Formative assessment and scaffolding online learning. New Dir Adult Contin Educ. 2021; 2021(169): 51-60. https://doi.org/10.1002/ace.20413

[25] Celestini A, Palalas A. Inclusive online nursing education: Learner perceptions of Universal Design for Learning approaches. Can J Scholarsh Teach Learn. 2024; 15(3): Article 2. https://doi.org/10.5206/cjsotlrcacea.2024.3.16911

[26] Durgungoz FC, Durgungoz A. Interactive lessons are great, but too much is too much: Hearing out neurodivergent students, Universal Design for Learning and the case for integrating more anonymous technology in higher education. High Educ. 2024. https://doi.org/10.1007/s10734-024-01389-6

[27] Marquart M, Seibel K, Wong N, et al. Fostering a spirit of collaboration by sharing power with students about course decisions. In: Thompson P, Carello J, Trauma-informed pedagogies. Cham (CH): Palgrave Macmillan; 2022. https://doi.org/10.1007/978-3-030-92705-9_4

[28] Morch EA, Fovet F. Rethinking evaluation within a college pathology course. In: Fovet F,editor. Applying Universal Design for Learning across disciplines. Hershey (PA): IGI Global; 2021. p. 206-225. https://doi.org/10.4018/978-1-7998-7106-4.ch011

[29] Harris BN, McCarthy PC, Wright AM, et al. From panic to pedagogy: Using online active learning to promote inclusion in ecology and evolutionary biology courses and beyond. Ecol Evol. 2020; 10: 12581-12612. PMid:33250996 https://doi.org/10.1002/ece3.6915

[30] Clarke D, Talbert R, Grading for growth. London: Routledge; 2023.

[31] Pletnyova G. Creating flexible learning opportunities in an online linguistics course in the time of COVID-19. In: Arcellana-Panlilio M, Dyjur P, editors. Incorporating Universal Design for Learning in disciplinary contexts in higher education. Calgary (AB): University of Calgary; 2021. p. 52-63.