Enhancing Online and Blended Course Design Through Conversations and Observations: The Role of Stakeholders

Citation

Smith, C., Schaefer, D., Soni, G., Cooper, T., & McGrath, M. (2025). Enhancing Online and Blended Course Design Through Conversations and Observations: The Role of Stakeholders. Developmental Disabilities Network Journal, 5. https://digitalcommons.usu.edu/ddnj/vol5/iss1/6/

Abstract

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning needs, prioritizing content readability and clarity. Specific challenges included content complexity, navigation issues, and the need for additional accessibility features such as read-aloud functionality. This study highlights the crucial role of stakeholder collaboration in promoting inclusive course design. Recommendations emphasize incorporating diverse perspectives, providing robust accessibility features, and offering professional development on accessible online instruction to ensure equitable learning experiences for all stakeholders.

Authors

Cooper, Thomas
McGrath, Meghan
Schaefer, Darlene
Smith, Chris
Soni, Geetanjali

Reference Type

Journal

Keywords

Course design
Instructional design
K-12 online learning