This grounded theory study provides a conceptual framework for inclusive design of online learning communities. Perspectives of 11 feminist professors were analyzed. Findings revealed that four broad aspects of online design were important to study participants. First, feminist perspectives influenced participants' online course design. Second, a learner-centered focus emerged as a critical theme for the feminist professors. Third, development of an online learning community was important to interviewees. Finally, the feminist professors sought to build online courses based on an inclusive instructional design to meet the needs of all learners. The overarching theme that emerged from this study is inclusive instructional design. The inclusive instructional design theme is influenced by the other three sections of the conceptual approach: feminist perspectives, learner-centered education and development of a learning community. Participants explained their reasons for using inclusive instructional design to meet the needs of all online learners and provided examples of inclusive instructional design. The dissertation concludes with recommendations to support development of inclusive online learning communities and recommendations for future research. Recommendations related to inclusive design include, but are not limited to, professional development for instructional designers and professors, effective use of social networking for education, and cross-disciplinary inclusive design projects. Recommendations for future research include expanding the research to include various races, social classes and countries. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]