{"id":{"repo_id":"athabasca","oai_identifier":"oai:dt.athabascau.ca:10791/65"},"canonical_url":"https://search.dev.ndltd.org/etd/athabasca/oai:dt.athabascau.ca:10791/65","repository":{"repo_id":"athabasca","name":"Athabasca University","base_url":"https://dt.athabascau.ca/oai/request"},"display":{"title":"Inclusive andragogy in distance education: A phenomenological perspective","abstract":"2015-02","abstract_html":"2015-02","abstract_has_math":false,"creators":["Polushin, Sandra"],"institution":"Athabasca University","degree_name":"M.Ed.(DE)","degree_level":null,"degree_discipline":"Centre for Distance Education","degree_department":null,"school":null,"contributors":["Jones, Tom (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-02-07","date_published":"2015-02-07","updated_at":"2026-08-21T16:41:54Z","subjects":["Inclusive education","Distance education","Postsecondary","Andragogy","Universal design for learning","Accessibility","Online learning"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["TC-AEAU-65"],"render_values":[{"text":"TC-AEAU-65","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10791/65","outbound_label":"Handle","outbound_source":"dc:identifier"},"source_record":{"url":"https://dt.athabascau.ca/oai/request?verb=GetRecord&metadataPrefix=oai_etdms&identifier=oai%3Adt.athabascau.ca%3A10791%2F65","prefix":"oai_etdms"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jones, Tom (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)"]},{"key":"dc:creator","label":"Author","values":["Polushin, Sandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-02-07"]},{"key":"dc:publisher","label":"Institution","values":["Athabasca University"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Centre for Distance Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.Ed.(DE)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Athabasca University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inclusive education","Distance education","Postsecondary","Andragogy","Universal design for learning","Accessibility","Online learning"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10791/65","https://dt.athabascau.ca/jspui/bitstream/10791/65/3/SandraPolushinFinal.pdf","TC-AEAU-65"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2015-02","The purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online teaching at a Canadian postsecondary institution. Factors influencing a barrier-free learning environment were explored from a systems perspective, utilizing the principles of universal design for learning (UDL). Semi-structured interviews were conducted using a focus group strategy and individual interviews with 10 stakeholders, and an online survey with 4 students. Through the lens of experiential phenomenology, data were thematically analyzed revealing the practical concerns and awareness of inclusive andragogy in distance education as lived day to day. Key findings suggest inclusive andragogy requires a systemic approach to address learner and cultural variability. Specifically, systemic, curricular, technological and social accessibility supported by awareness training and interdisciplinary team knowledge and collaboration emerged as essential themes of the participants’ lived experiences."]},{"key":"dc:title","label":"Title","values":["Inclusive andragogy in distance education: A phenomenological perspective"]}]}],"canonical_facts":{"dc:contributor":["Jones, Tom (Centre for Distance Education, Athabasca University)","Ives, Cindy (Centre for Distance Education, Athabasca University)","Koole, Marguerite (University of Saskatchewan)"],"dc:creator":["Polushin, Sandra"],"dc:date":["2015-02-07"],"dc:description":["2015-02","The purpose of this qualitative study was to understand inclusive andragogy in distance education through the lived experiences of students and stakeholders involved in online teaching at a Canadian postsecondary institution. 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