Blended Learning for Diverse Students: Exploring Issues of Cultural Responsiveness, Personalization, Inclusion, and Access

ID: 51815 Type: Panel
  1. Mary Rice, University of New Mexico, United States
  2. Sherry Bell, North Carolina Virtual Public Schools, United States
  3. Irma Brasseur-Hock, University of Kansas, United States
  4. Clarice Moran, Kennesaw State University, United States
  5. DeLaina Tonks, Mountain Heights Academy, West Jordan Utah, United States

Tuesday, March 27 11:30 AM-12:30 PM Location: Edison F View on map

Presider: Richard Vranesh, CSSI, United States

Abstract: Well-designed blended learning structures challenge traditional expectations about the quantity and quality of interactions among teachers and students as well as teacher responsibilities during the learning process However, not all students have equal access to the benefits of blended instruction, particularly students who represent diversity through socioeconomic, linguistic, cultural, or disability status For special populations, such as students with disabilities, blended learning appears to hold great promise to meet student needs for high-quality instruction through technologically-grounded and Internet-supported resources Even so, civil rights legislation, related policies, and their application in various environments as they pertain to these populations have received much less research attention Researchers need to develop shared understandings about how online learning affects diverse learners as they enroll, move through coursework, and transition between traditional, blended, and fully online spaces The purpose of this panel is to discuss (1) the degree to which diverse students are positioned to benefit from blended learning in general terms, (2) the positioning of terms like “diversity” in a blended learning context, and (3) the ways in which blended learning as a model faces similar or different challenges to meeting students’ needs as diverse learners in different programs and contexts

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