Online higher education teaching and learning has become a new normal in many countries due to the COVID-19 pandemic. Yet, the support for online learning seems inadequate to address students’ diverse online learning needs and may impede the inclusiveness in higher education. Therefore, based on a questionnaire administered to higher education students in Sri Lanka, this paper examines the support or lack of support students have experienced during the university closure that may enable or hinder inclusive online learning. It draws on Self-Determination Theory (SDT) as a theoretical lens to analyse and make sense of these enablers for and barriers to inclusive online higher education. The key findings suggest that students first need autonomy support to access stable and affordable internet and devices, and quality online learning resources. They also need competence support for monitoring and managing their own learning through feedback and scaffolding as they engage in their learning online. Finally, they need relatedness support for reducing their anxiety and having a sense of connectedness by interacting and communicating with teachers and students. Copyright © 2022 by the authors.
|Publication status||Published - Jul 2022|
CitationYang, D., Tang, Y. M., Hayashi, R., Ra, S., & Lim, C. P. (2022). Supporting inclusive online higher education in developing countries: Lessons learnt from Sri Lanka’s university closure. Education Sciences, 12(7). Retrieved from https://doi.org/10.3390/educsci12070494
- Inclusive online higher education
- Self-determination theory
- Sri Lanka