Applying the POUR model to enhance digital accessibility in HyFlex learning environments
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
18.10.2025
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
51
Ausgabe / Nummer
2
Seiten / Dauer
1-22
Patentnummer
Verlag / Herausgebende Institution
University of Alberta
Verlagsort / Veranstaltungsort
Ottawa
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
The purpose of this study is to advance the accessibility of a hybrid-flexible (HyFlex) learning environment by applying the four attributes of the POUR model (WCAG 2.1, 2018), namely, perceivable, operable, understandable, and robust, to make digital learning content more accessible to all learners. The connections between the POUR principles and the principles of four frameworks instrumental to digital accessibility––Universal Design, Universal Design for Learning, Mobile Seamless Learning, and HyFlex––are discussed. The study describes one educator’s journey to learn the core skills of making learning resources more accessible to undergraduate students at a teaching university in Switzerland. Qualitative data was obtained from a focus group involving three students, as well as from an external evaluator who conducted a digital accessibility check based on commonly used accessibility criteria. This revealed that the criteria were implemented with varying effectiveness. Findings from the focus group suggest that the instructor’s efforts to increase digital accessibility were noticeable. Obstacles were mainly related to navigation issues and the different participation modalities integral to HyFlex. The study offers practical advice for instructors who wish to increase digital accessibility and adaptability in their courses.
Schlagwörter
POUR model, digital accessibility, mobile learning, Universal Design for Learning, mobile seamless learning, ubiquitous learning, equitable learning opportunities
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1499-6685
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
New Work
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Diamond
Lizenz
Zitation
Nussli, N., & Oh, K. (2025). Applying the POUR model to enhance digital accessibility in HyFlex learning environments. Canadian Journal of Learning and Technology/La Revue Canadienne de L’apprentissage et de La Technologie, 51(2), 1–22. https://doi.org/10.21432/cjlt28636