Solutions
Universal Design for Learning (UDL)
UDL is the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage and remember (The US Center for Applied Special Technology). It incorporates ideas for how to teach to diversity in three areas; the way learners are engaged, how information is presented, and what types of ways learners can complete tasks and communicate their thinking.
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Inclusion
"Inclusion is seen as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures, and communities, and reducing exclusion within and from education" (UNESCO, 2005, p.13). Students have opportunities to participate in Blackboard, weblogs, and chat rooms to interact with others. They can be open-minded and stress communication with tolerance of diverse opinions that oppose their beliefs (Parameswaran, 2007).
Culturally Responsive Pedagogy
Concepts including cultures, ethnic groups, learning styles, group differences, race, nation, and family should be deconstructed. Students must be encouraged to explore their own heritage and re-define these concepts with the changing contexts (Weiler, 1988; Dessources, 2018). In a culturally responsive classroom, students must develop their cultural competence and sociopolitical consciousness on values and values to address social inequities (Ladson-Billings, 1995).
Personalization
Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content, as well as the method and pace, may all vary; personalization encompasses differentiation and individualization (Mitchell, 2017). For instance, students are allowed to have a choice to participate or not to participate in class discussions (Howard, 1999).
MOOCs (Massive Open Online Courses)
MOOC instructors enhance access for learners with diverse backgrounds and technology with different approaches. Multiple communication channels can be offered, and simple, slow, and precise language can be used for communication and feedback. When instructors design the content, materials that accommodate various learning preferences and personal stories should be emphasized. For ease of technology accessibility, MOOCs should be designed with simple navigation, downloadable videos and transcripts, and interactive multimedia apps (Meina et al., 2021).
