Enabling Accessible Blended Learning for Equity: A Case of a First-Year Accounting Course at the University of Cape Town

Jimmy Winfield; Cheryl Hodgkinson-Williams

Article Details

Enabling Accessible Blended Learning for Equity: A Case of a First-Year Accounting Course at the University of Cape Town

Authors:

Jimmy Winfield | Cheryl Hodgkinson-Williams

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001849185

pISSN:

3119-6055

Keywords:

Abstract:

 The COVID-19 pandemic necessitated a shift to online teaching at the University of Cape Town (UCT), compelling both students and faculty to adapt to remote learning. Upon returning to campus, the large first-year accounting course, Financial Reporting 1 (FR1), did not revert fully to in-person classes but instead leveraged the online tools and strategies developed during the pandemic to establish a blended learning environment. Concurrently, UCT's Centre for Innovation in Learning and Teaching (CILT) created the Enabling Accessible Blended Learning for Equity (ENABLE) framework to assist faculty in integrating accessibility principles, particularly Universal Design for Learning (CAST, 2018), into their in-person and blended learning strategies. This paper presents a comparative analysis of the FR1 course through the lens of the ENABLE framework as one way to validate the framework and to make visible the implicit and explicit inclusive blended learning principles and strategies adopted in the FR1 course. It presents one example of best practice related to deliberative course planning, student-centred learning, responsive teaching and online engagement, flexible assessment and feedback, expansive evaluation and reflection, accessible course materials and technology, and unambiguous communication.

Article Details

Enabling Accessible Blended Learning for Equity: A Case of a First-Year Accounting Course at the University of Cape Town

Authors: Jimmy Winfield | Cheryl Hodgkinson-Williams

Publisher: The International Journal of Universal Design and Universal Design for Learning

Journal: The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type: Article

Publication Date: 7/2025

Document Language: English

Document ID (Org No.): 2001849185

pISSN: 3119-6055

Universal Design for Learning

accounting

ENABLE framework

Issues

Authors:

Jimmy Winfield | Cheryl Hodgkinson-Williams

Publisher:

The International Journal of Universal Design and Universal Design for Learning

Journal:

The International Journal of Universal Design and Universal Design for Learning Vol.1 Issue 1, pp.0-0

Document Type:

Article

Publication Date:

7/2025

Document Language:

English

Document ID (Org No.):

2001849185

pISSN:

3119-6055