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 |
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| 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 |
| 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. |
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| ISSN: | 2472-5749 2472-5730 |
