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All Journal Journal of Midwifery History and Philosophy Journal Neosantara Hybrid Learning
Moana Siaosi
Tonga College of Education
Nursing Public Health

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APPLYING UNIVERSAL DESIGN FOR LEARNING (UDL) PRINCIPLES TO A HYBRID UNIVERSITY COURSE TO ENHANCE ACCESSIBILITY FOR ALL STUDENTS Moana Siaosi; Lepa Palu; Tili Latu
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3345

Abstract

The rapid expansion of hybrid learning models in higher education has underscored the need for more inclusive instructional designs that accommodate diverse learner profiles. Many university students encounter barriers in digital and physical learning environments due to differences in abilities, learning preferences, and access to technology. This study applies the Universal Design for Learning (UDL) framework to a hybrid university course to evaluate its effectiveness in enhancing accessibility and engagement for all students. The research aims to determine how UDL principles multiple means of representation, engagement, and expression can be systematically integrated into hybrid course design to promote equitable learning opportunities. A mixed-methods design was employed, combining pre- and post-intervention surveys with focus group interviews. The participants included 60 undergraduate students from a teacher education program. Quantitative data were analyzed using paired-sample t-tests to assess changes in students’ perceived accessibility and satisfaction, while qualitative data were examined through thematic analysis. Results indicated a significant increase in students’ accessibility perception, digital engagement, and self-efficacy after the UDL-based redesign. Students reported that flexible content formats, interactive online modules, and multiple assessment options improved their learning experience and reduced participation barriers. The study concludes that integrating UDL principles in hybrid course design effectively enhances inclusivity, promotes active engagement, and supports diverse learning needs. It recommends that universities adopt UDL-based instructional frameworks to ensure equitable access in hybrid and digital education environments.
The Bioethics of Reproductive Rights: Historical Continuity and Philosophical Challenges in Contemporary Midwifery Policy-Making Moana Siaosi; Lepa Palu; Tili Latu
Journal of Midwifery History and Philosophy Vol. 2 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmhp.v2i2.4366

Abstract

Background. Reproductive rights are central to ethical midwifery policy, yet contemporary commitments to autonomy continue to coexist with historical patterns of medical authority, maternal obligation, and unequal access to reproductive and maternity services. These tensions raise questions about whether formally recognized rights can be meaningfully exercised across different institutional and social contexts. Purpose. This study aimed to examine historical continuities and philosophical tensions in reproductive-rights policy across five jurisdictions, with particular attention to autonomy, clinical responsibility, fetal interests, equitable access, and the regulatory position of midwifery. Method. A qualitative historical-comparative design integrated normative bioethical inquiry with analysis of 214 historical and contemporary documents and semistructured interviews with 44 policymakers, midwifery leaders, bioethicists, advocates, regulators, legal experts, and service-user representatives. Genealogical analysis, thematic policy analysis, cross-case comparison, and wide reflective equilibrium were used to interpret the data and evaluate normative tensions across jurisdictions. Results. The analysis generated five themes: institutionally conditioned autonomy, continuity through maternal-responsibility discourse, fetal interests as an ethical amplifier, formal rights without equitable access, and midwifery as both mediator and regulated agent. Contemporary policies strengthened consent, dignity, and bodily autonomy; however, institutional definitions of risk and responsible choice continued to shape available reproductive options. Conclusion. Ethical midwifery policy should integrate bodily autonomy, relational support, clinical responsibility, historical awareness, and distributive justice. Reproductive safeguards should be evidence-based, proportionate, transparent, and non-discriminatory while ensuring continuity of care following informed refusal.
Co-Authors Lepa Palu Tili Latu