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Inclusive Design as a Predictor of Pass/Fail Rates in Online Courses

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Title: Inclusive Design as a Predictor of Pass/Fail Rates in Online Courses
Language: English
Authors: Amanda Blakewood Pascale, Suzanne Ehrlich, Amanda Lovins
Source: Online Learning. 2026 30(1):1-13.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 13
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Online Courses, Curriculum Design, Higher Education, Inclusion, Predictor Variables, Pass Fail Grading, Academic Achievement, Undergraduate Students, Curriculum Implementation, Electronic Learning, Grade Point Average, Grades (Scholastic), Faculty Development, Enrollment
ISSN: 2472-5749
2472-5730
Abstract: As the prevalence of online learning continues to increase in institutions of higher education, research devoted to understanding how these classrooms can be designed to best promote student success is warranted. For this study, online course Canvas shells at one large public four-year university were examined and scored for inclusive design. Findings indicate that inclusive design in online courses was significantly related to course pass rates. Implications and recommendations for campus administrators and faculty interested in designing and implementing online classes that promote student success are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507887
Database: ERIC
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  Data: Inclusive Design as a Predictor of Pass/Fail Rates in Online Courses
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  Data: <searchLink fieldCode="AR" term="%22Amanda+Blakewood+Pascale%22">Amanda Blakewood Pascale</searchLink><br /><searchLink fieldCode="AR" term="%22Suzanne+Ehrlich%22">Suzanne Ehrlich</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+Lovins%22">Amanda Lovins</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2026 30(1):1-13.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 2472-5749<br />2472-5730
– Name: Abstract
  Label: Abstract
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  Data: As the prevalence of online learning continues to increase in institutions of higher education, research devoted to understanding how these classrooms can be designed to best promote student success is warranted. For this study, online course Canvas shells at one large public four-year university were examined and scored for inclusive design. Findings indicate that inclusive design in online courses was significantly related to course pass rates. Implications and recommendations for campus administrators and faculty interested in designing and implementing online classes that promote student success are discussed.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1
    Subjects:
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Pass Fail Grading
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Curriculum Implementation
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Enrollment
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    Titles:
      – TitleFull: Inclusive Design as a Predictor of Pass/Fail Rates in Online Courses
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            NameFull: Amanda Lovins
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              M: 01
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              Y: 2026
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              Value: 2472-5749
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              Value: 30
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            – TitleFull: Online Learning
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