Based on the views from HEIs administrators, teachers, and students about online learning during the pandemic in Sri Lanka, this study examines the existing gaps in HEIs that might hinder the inclusivity and quality of online learning, and the role of HEIs to drive and support online learning. This study adopts the institutional framework for online and blended learning by Lim et al. (2019) to analyse the enabling factors and challenges faced by HEIs in Sri Lanka to drive and support inclusive and quality online learning, and suggests how their capacity could be built to engage all students in quality online learning. The study highlights that most HEIs in Sri Lanka are in the initial stages towards inclusive and quality online learning. The HEIs in Sri Lanka need to pay more attention to formulating online learning-related policies at the university level, investing in infrastructure and hardware to enhance the access to quality online teaching and learning, sustaining partnerships to support the quality enhancement of online teaching and learning, offering pedagogically-oriented professional development opportunities for teachers, and providing student learning support. Besides these dimensions, two other dimensions, namely curriculum development and reforms and research and evaluation of online learning, have to be taken into consideration. The study suggests a more systematic and holistic approach would be crucial to guide HEIs as they strive toward inclusive and quality online learning in the medium and long run. Copyright © 2022 Korea National University of Education.
CitationYang, D. L., Hayashi, R., Ra, S., & Lim, C. P. (2022). Inclusive and quality online learning for Sri Lankan higher education institutions beyond disruption. Innovation and Education, 4. Retrieved from https://doi.org/10.55396/ined.22.0002
- Online learning
- Inclusivity and quality
- Strategic planning
- Higher education