Considerations Leading to Powerful and More Inclusive VLE

Abstract

Prior to the COVID pandemic, the K-12 educational landscape offered virtual learning environments (VLE) in a selective and limited scope. Those students that fared well had strong literacy skills, self-motivation and academic talents. The same profile of successful students in the Virtual Learning Environment (VLE), also excelled in the traditional brick-and-mortar school. Since the global pandemic, the world has changed, and educators found their way into VLE with increasing regularity. We have seen that many students can manage within the VLE, but just managing will not suffice when we are looking at the long-term effects on students’ educational opportunities. There is no turning back. Online learning environments are here to stay and will see increasing prevalence in the future. Approaching education in this new landscape changes how an educator must teach. This article explores the techniques and considerations to create a more inclusive Virtual Learning Environment for all students. From pedagogical decisions to platform frameworks that incorporate universal design elements, educators can reach those learners often less served in online learning environments. With thoughtful considerations, the VLE can be an equitable and accessible learning environment for all.