Inclusive Curricula: A Framework and Recommendations to Promote Students’ Sense of Belonging in Blended-Learning Environments
Keywords:
sense of belonging; inclusive learning; Community of Inquiry; blended-learning environment; higher education; grounded theoryAbstract
It is important for educators to design curricula with inclusion in mind, as learners experiencing a ‘sense of belonging’ are more likely to feel included and to achieve improved academic outcomes. This is crucial for students in blended?learning environments where on?campus learners may be engaging with classmates who are studying online. Guided by the grounded theory methodology, this study sought to identify hands-on strategies and practical approaches of teaching practices known to nurture inclusiveness in blended-learning classrooms. Data was collected using convenience sampling. Participants from different cultural and educational backgrounds with at least five years of teaching experience in higher education shared their expertise in a focus group session and in interviews. The resulting inclusive framework encompasses the perspectives of teaching staff and students and includes best practices from the educational literature and practical guidelines for academics wishing to promote and improve their students’ sense of belonging. The study findings also produced a collection of recommendations to foster a sense of belonging in learning environments for course and subject coordinators, instructors, and tutors.
https://doi.org/10.26803/ijlter.25.4.27
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