Institutional practices for inclusivity among students Iin distance learning programme

Abstract

In distance learning environments, various institutions have developed and implemented practices that are meant to support learning. However, very scanty literature is available on the inclusive practices in the distance learning modes. Three theories, namely the inclusive pedagogical model, Collaborative Learning Theory and the Independence and autonomy theory were adopted to guide the study. The paper adopted literature review as the methodology. The findings from review of literature indicates inclusive practices adopted in distance education, namely, universal design for learning, use of OpenSTEM Labs, inclusive group work activities, diverse accommodations, inclusive curriculum delivery, inclusive assessment practices, technology inclusion, personalization and collaboration. On the bases of the conclusion of the paper, it is evident that there are various inclusive practices that have been adopted, there is lack of uniformity in the implementation in the distance learning modes. The paper recommends that instructors should adopt cognitive models and learning theories that favour inclusiveness and to recognize the plurality and cultural diversity of learning contexts and students.