Best of Both Worlds: Learner Perspectives of Inclusivity in a Blended Course

Abstract

Abstract: Neurodiversity among learners and related learning needs requires educators to move beyond existing dominant forms of traditional didactic lecturing and rigid assessment practices. To support neurodiverse learners, a first-year undergraduate nursing course adopted a blended delivery model in Fall 2022 and 2023, integrating Universal Design for Learning (UDL) principles through synchronous and asynchronous strategies. Using a convergent mixed methods descriptive case study, researchers explored how students rated and described their experiences with the UDL-based design, using surveys (n=39) and focus group interviews (n=12). Analysis revealed general convergence between quantitative and qualitative data, though some divergence emerged regarding the perceived value of the asynchronous modules surfaced. Although course modifications scored lowest in surveys, focus group participants appreciated instructor flexibility. Thematic analysis of focus group data identified five core themes: (1) instructor accessibility, approachability, presence, and feedback; (2) flexibility, choice, and options; (3) engagement and collaboration; (4) relatable, realistic, and relevant content; and (5) the impact of stress and anxiety on learning. These findings highlight the importance of designing learning environments that support both academic engagement and emotional well-being. A blend of both asynchronous and synchronous UDL based instructional approaches was necessary to offer an inclusive classroom environment in this case study. Recommendations for future implementation include finding an appropriate balance between the resources and content in synchronous and asynchronous formats, and seeking frequent learner feedback throughout the process to refine strategies as needed.