Applying the POUR Model to Enhance Digital Accessibility in HyFlex Learning Environments

Natalie Nussli; Kevin Oh

doi:10.21432/cjlt28636

Authors

Natalie Nussli University of Applied Sciences and Arts Northwestern, Switzerland https://orcid.org/0000-0002-2411-0023
Kevin Oh University of San Francisco

DOI:

https://doi.org/10.21432/cjlt28636

Keywords:

digital accessibility, digital learning, equitable learning opportunities, HyFlex, mobile seamless learning, POUR model, Universal Design for Learning

Abstract

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.

Author Biographies

Natalie Nussli, University of Applied Sciences and Arts Northwestern, Switzerland

Natalie Nussli, Ed.D., is a lecturer in English Didactics and educational researcher at the University of Teacher Education FHNW, Switzerland. With extensive experience in teacher education, her expertise encompasses digital pedagogy and culturally responsive instruction. Her research focuses on HyFlex learning environments, digital accessibility, and the intentional design of inclusive, technology-enhanced learning spaces for diverse student populations. Email: natalie.nussli@fhnw.ch ORCiD: https://orcid.org/0000-0002-2411-0023

Kevin Oh, University of San Francisco

Kevin Oh is a Professor and Chair of the Learning and Instruction Department at the University of San Francisco, USA. He received his doctorate in Special Education at the University of Virginia, USA. Kevin emphasizes culturally responsive teaching and effective technology integration for in-service teachers. His work focuses on preparing educators to support high-need students with disabilities in urban schools through thoughtful curriculum design and instructional strategies. Email: koh2@usfca.edu ORCiD: https://orcid.org/0000-0002-7764-5347

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