Best of both worlds: Learner perspectives of inclusivity in a blended course

Objective: Neurodiversity among learners and related learning needs requires educators to move beyond existing dominant forms of traditional didactic lecturing and rigid assessment methods to inclusive practices. To support neurodiverse learners, a first-year undergraduate nursing course adopted a blended delivery model in the Fall 2022 and 2023 semesters, integrating Universal Design for Learning (UDL) principles through synchronous and asynchronous instructional strategies. 
Methods: In this convergent mixed methods descriptive case study, researchers explored how students rated and described their experiences with the UDL-based course design, using surveys (n = 39) and focus groups (n = 12).  
Results: While survey and focus group interview findings generally aligned, some learners found the asynchronous weekly units less effective. Thematic analysis revealed five key themes: instructor accessibility and feedback; flexibility and choice; engagement and collaboration; relevant and relatable content; and the impact of stress and anxiety on learning. Although course modifications scored lowest in surveys, focus group participants appreciated instructor flexibility. 
Conclusions: Overall, the blended UDL approach supported diverse learning needs. Future recommendations include balancing delivery formats and incorporating ongoing student feedback to enhance inclusivity and better support neurodiverse learner needs.