Fostering accessible online learning environments for chemistry

This research involves a mixed research methodology (including learning analytics) and multiple-case study design through four sub-studies. The thesis explores different dimensions of facilitating wider access to undergraduate chemistry through online learning guided by education frameworks including: Community of Inquiry, Universal Design for Learning, Resource-Based Learning, and Laurillard’s Conversational Framework. The subjects for these studies were undergraduate chemistry students in Australia and the Philippines, as well as Filipino university chemistry teachers. Results have shown the importance of learning design of the online learning environment to enhance students’ learning experiences.