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

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

Handbook of digital higher education: Elgar handbooks in education

• Kohnke, Lucas Mathias Alfred The Education University of Hong Kong
• Moorhouse, Benjamin Luke Hong Kong Baptist University

• Sharpe, Rhona
• Bennett, Sue Faculty of Education, University of Wollongong
• Varga-Atkins, Tünde

Cheltenham

Edward Elgar Publishing Limited

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QG Adult, Lifelong & Continuing Education
    • QGE Distance Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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 analyzed 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. Copyright © 2022 Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins.

• English

Book Chapters

• 9781800888487

• 10.4337/9781800888494.00020

https://bibliography.lib.eduhk.hk/bibs/d39acb31

2023-02-06