Incorporation of Virtual Tour Guides Into Tourism Class as an Online Engagement and Retention Strategy

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Author(s): Haley Whitelaw (Fanshawe College, Canada)and Frederic Fovet (Thompson Rivers University, Canada)
Copyright: 2024
Pages: 23
Source title: Cases on Effective Universal Design for Learning Implementation Across Schools
Source Author(s)/Editor(s): Frederic Fovet (Thompson Rivers University, Canada)
DOI: 10.4018/978-1-6684-4750-5.ch005

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Universal Design for Learning (UDL) has been evidenced as a powerful framework for the inclusion of diverse learners in the K-12 sector. Little attention has been paid, however, to the sectors of further education, adult education, vocational training, and all other alternate forms secondary education can take beyond the mainstream or conventionally delivered grades 11 and 12. Yet, it is clear that UDL may have a greater impact in these alternate paths within which learner diversity is significant. This chapter examines the use of UDL within a vocational end of secondary alternate pathway program. It explores specific UDL strategies within a tourism course. The chapter discusses the implications of this case study within the wider global discourse on UDL integration in the classroom. It showcases a reflection around UDL in vocational secondary settings which is growing but still poorly documented in the literature.

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Incorporation of Virtual Tour Guides Into Tourism Class as an Online Engagement and Retention Strategy

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