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In our learning environment for the current design, there are a few barriers that prevent the success of learners when learning the course material. One of the barriers are visual impairments. Most of the content is text-heavy and requires lots of engagement with the text where the font might be too small and the color contrast might have trouble especially if they have low vision or blindness. We can change the color scheme and ensure that there is high-contrast between the text and the background color in order to make the platform more appealing and easier to read for the users. Additionally, offering text-to-speech options such as an extension, website or software where students can learn the material without relying on reading the material. Students with dyslexia, ADHD, and cognitive impairment may have difficulty when engaging with the reading material and so having a speech-to-text feature might improve their learning experience with the course material (Sand et al., 2025). By addressing these barriers and implementing strategies that ensure the content’s accessibility, the students will have the same opportunities to learn and be engaged with the material.
The course is offered online which is already accessible to most students, even at home. However, having the learning activities to be adaptable to unexpected events such as a pandemic requires a flexible and technology-enabled approach. This approach ensures the teacher’s increased accessibility for further support and engagement for the students. For instance, instead of the students reading and assessing themselves on the material the course can implement video conferencing tools such as Zoom and Microsoft Teams that are live sessions where students can discuss the materials with the teacher and other students. With this, the students stay engaged with the material, allow socialization even while studying at home, and feel an academic achievement once they understand the concepts (Suartama et al., 2024). Likewise, allowing for continuous support and communication between the teachers and students such as virtual office hours and communication channels (Discord, Mattermost etc.) will reduce isolation and improve learning outcomes (Rakhunwana, 2025).
By addressing and implementing these accessibility improvements and flexible learning strategies, the online learning environment and culture for students will be inclusive and supportive that accommodates diverse student needs. Ensuring that students have an equal opportunity to engage with the course material can create a more effective and enriching education experience.
References
Rakhunwana, L., Kritzinger, A., & Pilcher, L. (2025). Self-Regulated Learning Strategies for Success in an Online First-Year Chemistry Course. Chemistry Education Research and Practice, 26(1), 300–314. https://doi.org/10.1039/D4RP00159A
Sand, C., Svensson, I., Nilsson, S., Selenius, H., & Fälth, L. (2025). Speech-to-text intervention to support text production for students with intellectual disabilities. Disability & Rehabilitation: Assistive Technology, 20(2), 408–415. https://doi.org/10.1080/17483107.2024.2381785
Suartama, K., Sudarma, K., Sudatha, G.W., Adrianus, Sukmana, W., & Susiani, K. (2024). Student Engagement and Academic Achievement: The Effect of Gamification on Case and Project-Based Online Learning. Journal of Education and Learning (EduLearn), 18(3), 976–990.