Making In-Roads Toward Multi-Access Learning and Teaching

Abstract

While multi-access learning can support more flexible, accessible, and equitable learning, the time and effort required of educators can serve as a barrier to adoption, particularly for those already fatigued by emergency shifts to remote teaching during the pandemic. Drawing on our own experiences as educators, we propose three practical ways to approach and gain confidence in multi-access learning: (a) contingency pathway, where multi-access is available in limited ways as a supplement in-person instruction; (b) event pathway, where multi-access is adopted for select classes rather than the full course; and (c) three-layer course design pathway scaffolding the conceptualization of multi-access in a full course. For each pathway, we discuss benefits and limitations and key considerations for the learning experience.