Photovoice as an alternative for understanding inclusive online learning design:
experiences of students with learning disabilities

Online learning, and the research processes which inform design, play a part in how diversity, equity, and inclusion are realized in the postsecondary sector. Transitioning towards learner-centred designs accentuate system priorities that deviate from inclusive practices, leaving students with learning disabilities vulnerable to systemic, environmental, and attitudinal barriers. This participatory action research responds to a call from faculty across the province who advocate for student voice and champion inclusive education, but struggle to accomplish these goals in an online context. Hence, the central question guiding this study asks how the interplay between online learning and photovoice address questions of equity when learning online as experienced by students with learning disabilities. Phase one concentrates on the participants' experiences of learning online using photovoice online method. Focus groups, participatory photo analysis, and thematic analysis were used to collectively interpret their self-generated photos, resulting in five themes: 1) fostering growth through resiliency; 2) turmoil to tranquility; 3) learning design as an equity aid; 4) provisional supports; and 5) responsiveness and accountability. These results were shared with key stakeholders at an online conference for purposes of enhancing awareness within the broader system. Accessibility of the research approach was not assumed. Hence, phase two explored the participants' experiences of photovoice online using a focus group strategy and thematic analysis, resulting in seven themes. These themes were thematically mapped to the UDL principles as a complementary framework for supporting inclusive online design, which exposed the benefits and limitations of this convergence. Themes associated with engagement highlighted the importance of designing for personalization, collaborative unity, and facilitation style. Themes associated with representation concentrated on comprehension, and perceiving technology-filtered options. Finally, themes of action and expression emphasized designs on time, and guiding action. Results of this study suggest photovoice online is an effective approach for understanding online learning design in a research context, while exposing ableist practices that serve to disempower students. Recommendations are provided, emphasizing the necessity for flexible and accessible pathways to optimize learning and student agency in an online context, while using learner-centred approaches to reclaim and shape one's identity.