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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/65

Title: Inclusive andragogy in distance education: A phenomenological perspective
Authors: Polushin, Sandra
Supervisor(s): Jones, Tom (Centre for Distance Education, Athabasca University)
Ives, Cindy (Centre for Distance Education, Athabasca University)
Examining Committee: Jones, Tom (Centre for Distance Education, Athabasca University)
Ives, Cindy (Centre for Distance Education, Athabasca University)
Koole, Marguerite (University of Saskatchewan)
Degree: M.Ed.(DE)
Department: Centre for Distance Education
Keywords: Inclusive education
Distance education
Universal design for learning
Online learning
Issue Date: 6-Feb-2015
Abstract: The purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online teaching at a Canadian postsecondary institution. Factors influencing a barrier-free learning environment were explored from a systems perspective, utilizing the principles of universal design for learning (UDL). Semi-structured interviews were conducted using a focus group strategy and individual interviews with 10 stakeholders, and an online survey with 4 students. Through the lens of experiential phenomenology, data were thematically analyzed revealing the practical concerns and awareness of inclusive andragogy in distance education as lived day to day. Key findings suggest inclusive andragogy requires a systemic approach to address learner and cultural variability. Specifically, systemic, curricular, technological and social accessibility supported by awareness training and interdisciplinary team knowledge and collaboration emerged as essential themes of the participants’ lived experiences.
Graduation Date: Feb-2015
URI: http://hdl.handle.net/10791/65
Appears in Collections:Theses & Dissertations

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