A few years back when I was studying for my Instructional Design Certification, I took a course that challenged my perceptions about how video conferencing and PowerPoint affected marginalized and rural and remote populations. It was an eye-opener based on research by Tony Bates, a leading advocate for online learning and digital access. I wrote a white paper on the subject and decided that it would be irresponsible of our team to have this knowledge and not do anything about it.
After discussing the research findings, my team at ETHOS decided to hire a few of my classmates to make changes to our group programming. There was no extra money for this, but we decided it was important.
Starting with our program RiseUP! Pathways to Employment for Women with Disabilities, we moved from synchronous, in-person delivery to a revised hybrid learning model, with a greater focus on asynchronous delivery. The results were incredible. These shifts led to greater participation and engagement, and helped program participants move toward their goals. We also made changes to programming for 2SLGBTQIA+ individuals, youth and women, as well as other disability programming, and are seeing waitlists for our programs.
We hope our story of reimagining our instructional design helps spark ideas for others who are supporting clients with disabilities. When our participants benefit, we all benefit.
How we approach hybrid learning through instructional design
A hybrid model usually refers to a combination of in-person, virtual (video conferencing) and online (platform-based) delivery. However, hybrid can also mean a blend of synchronous (facilitator-led) and asynchronous (at your own pace) services. At ETHOS, training is done on an online platform, and counselling/coaching and job development are conducted virtually or in-person. We offer a hybrid model with an instructional design lens, which is critical for participant engagement.
RiseUP! was designed to support participants to progress through learning outcomes at their own pace. More complex topics were allocated to the synchronous morning sessions and less complex activities were reserved for asynchronous afternoon programming. Instructional design elements such as gamification, platform navigation, colours and text size helped those with disabilities engage on the platform.
The learning model was tailored to accommodate diverse education levels and learning styles. A balance was struck between guided and independent learning, with 1:1 supports to mitigate individual challenges with the material. Asynchronous webinars provided the learning opportunity and then participants were able to access more/deeper learning with the facilitator. The program had clear goals for staff and learners. However, the model was flexible to allow for the complex intersections of the impacts of physical challenges, COVID-19 challenges, trauma, social isolation and discrimination.
Why did this model work for women with disabilities?
We found hybrid learning to yield greater participation among rural and remote participants as well as persons with disabilities. The hybrid design supported access for those without access to transportation or who were avoiding public transportation during the pandemic.
The program design enabled participants to manage their time and learn at their own pace. Because the afternoons were asynchronous, many participants chose to complete that part of the course later in the evening (for instance, when their children were in bed) or to work at their best time of the day. Classroom projects could be done any time after the morning webinars. Asynchronous learning provided participants with the ability to work, volunteer or attend job interviews during the day.
The flexibility took into consideration issues for persons with disabilities, such as pain, exhaustion or bathroom needs. Participants did not have to sit in front of a computer for five hours straight – it could be broken up. Also, one of the advantages of the RiseUP! Program being fully synchronous and asynchronous was that women with disabilities did not need to figure out accommodations (such as asking for breaks, special chairs and related) for in-person classes. For many, this was a significant hurdle to overcome.
“Asynchronous learning provided participants with the ability to work, volunteer or attend job interviews during the day.”
The synchronous and asynchronous model also supported the need for group connection while enhancing independence. This balance was important, as learners of the RiseUP! Program reported significant mental health impacts related to COVID-19: isolation, lack of supports and lack of knowledge regarding integrating into the workforce. This transition was different for each participant and support staff were critical to guide participants through what could be difficult transitions. Some participants required more structure and more instruction, while others worked and learned better on their own. Our program provided the opportunity for all to learn at their best. Learners felt a sense of accomplishment – without having to compare themselves to classmates.
Many of our participants had multiple barriers and/or disabilities and it was vital in the journey to employment that they experience ‘wins’ – having the opportunity to complete assignments when it is optimal for them, when they are able to concentrate, or even just to do it on their own so they didn’t feel self-conscious in a group. These ‘wins’ moved the participants closer to their goals of employment, self-employment or volunteer work.
The labour market has changed. And how we deliver programming and supports to clients also needs to change. We can no longer expect clients to fit into our ‘box’ but rather need to meet clients where they are at. Paying attention to what is important and what will make their career exploration and job search journey easier (removing barriers), makes sense. Hybrid models of service delivery are one important way that we can accomplish this goal.
