Online instruction. A system for educational inclusion in the university setting

Abstract

The goal of this article is to analyse online instruction's potential to foster the development of inclusive educational systems within higher education. To do so, it explores knowledge of virtual instruction environments and establishes three strands fostered by virtual learning systems which promote the inclusion of all higher education students. These three strands are made up of: (1) pedagogical models that enhance the learning process, such as Just-in-Time Instruction, Peer Instruction and Flipped Teaching; (2) eliminating barriers thanks to the flexibility of materials, times and spaces; (3) the development of student autonomy, stressing the value of the teacher's work and the student's activity, as well as the technological resources existing within online instruction. As a model of the implementation of this study, the proposal of the virtual campus of the International University of La Rioja will be presented, a university whose instruction takes place entirely online.