Document Type
Article
Abstract
While online learning has been around for decades, the COVID-19 pandemic thrust it upon nearly every student enrolled in the public education system in America. For some students, this style of self-regulated learning is perfect for personalizing the curriculum to better pace, instruct, and implement content based on their individual needs. However, as the pandemic showed both students and teachers, children who are not cognitively developed enough to handle independent learning severely struggle to learn without the presence of a physical instructor. Despite these struggles from thousands of teachers and students, online learning is here to stay as administrators and school districts support and implement fully virtual schooling into their catalog of education options. If this is a format here to stay, then it is the responsibility of educators to develop and implement new frameworks of teaching that accommodate the unique problems online school presents. This literature review takes online back to its roots to examine past and present weaknesses in online schooling and examine direct feedback from teachers and students who have experienced online learning during and after COVID-19. From these issues, solutions present themself, mostly tied to the Universal Design for Learning framework and its ability to meet the needs of students while encouraging them to develop self-regulated learning strategies
Publication Date
Spring 5-1-2024
Recommended Citation
McLaughlin, Emma, "Problems and Possibilities: Public Online Learning and How Universal Design for Learning Mitigates Its Unique Challenges" (2024). University Honors College. 21.
https://scholars.indianastate.edu/honorsp/21