After my group for LRNT 526 completed our project and presentation on the Digital Divide, I began the deep dive into my own research to see how online courses can better address inclusive learning, universal design of learning (UDL) and accessible learning. This research started from the idea that inclusive learning would allow all learners a way to access the necessary information and then express what they have taken from it. With this in mind, I looked for:
\n– Is there an entry point for all learners?
\n– What limitations are there?
\n– What accessibility tools are built into the program?
\n– What accessibility tools need to be downloaded as a plug-in or an app?<\/p>\n
As I dove deeper into my research, I began to learn more about other roadblocks or limitations to striving to make online learning as inclusive and accessible as possible. <\/p>\n
Language – Translation and Transcription<\/strong><\/p>\n Many online platforms rely heavily on AI translation tools to help make their products accessible to more learners. Although AI translation is fast and relatively effective, it doesn\u2019t always get it right and could be sharing disinformation. Traditional translation companies benefit from people watching or reading the content to ensure that translation is done correctly; this is not true with AI translation. Several languages worldwide are protected due to their cultural importance and value. These would not be offered in AI translation, as the LLM cannot access these languages. <\/p>\n Moving away from an \u201cadd-on\u201d <\/strong><\/p>\n Online courses tend to be designed for a typical learner, with minimal consideration for those who don\u2019t fit into that category. For these atypical learners to access the content, they rely heavily on add-ons, plug-ins, or browser customizations to provide them with an access point. Marion (2025) asked a great question: \u201cHow do we create digital learning that\u2019s genuinely inclusive when the tools themselves weren\u2019t built with all learners in mind? \u201c Many of the online learning platforms we have now are not designed for learners with exceptionalities, and unless change can be made to improve these platforms, they may never be. <\/p>\n Moving forward<\/strong><\/p>\n In my research, I found myself in a bit of a dilemma: to make things more accessible and inclusive, things must be uncomfortable. Translation is necessary to make sure all learners can at least understand the content, but who has the right to these languages and who benefits from the translations? The idea that inclusive supports are just added on as an afterthought is not how we support all learners. This isn\u2019t how we think of it in classrooms, so how is it acceptable in an online setting? At this point, I have more questions than a solid path forward, which is ok, but if anything, this has made me more focused on finding solutions to how online learners can be supported. <\/p>\n References<\/p>\n Marion (2025, May 16). Your post got me thinking about just how often accessibility is treated like a technical add-on instead of being part of the core design from the beginning. [Comment on the blog post \u201cThe Digital Divide: Universal Design of Learning (UDL) and Inclusive Learning in online learning\u201d]. Lauren Chum\u2019s Academic Blog. https:\/\/malat-webspace.royalroads.ca\/rru290\/the-digital-divide-universal-design-of-learning-udl-and-inclusive-learning-in-online-learning\/#comment-27 <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"