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

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.