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

Lucas Mathias Alfred KOHNKE, Benjamin Luke MOORHOUSE

Research output: Chapter in Book/Report/Conference proceedingChapters

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 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.
Original languageEnglish
Title of host publicationHandbook of digital higher education: Elgar handbooks in education
EditorsRhona SHARPE, Sue BENNETT, Tünde VARGA-ATKINS
Place of PublicationCheltenham
PublisherEdward Elgar Publishing Limited
Pages135-147
ISBN (Electronic)9781800888494
ISBN (Print)9781800888487
DOIs
Publication statusPublished - 2022

Citation

Kohnke, L., & Moorhouse, B. L. (2022). Higher education instructors inclusive design practices during COVID-19: A Hong Kong perspective. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of digital higher education: Elgar handbooks in education (pp. 135-147). Cheltenham: Edward Elgar Publishing Limited.

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