Inclusive andragogy in distance education: A phenomenological perspective

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.