Learning interactions are promoted between students and their instructors, between students and the content, and between students and their peers. These represent the dimensions of cognitive, social and teaching presence in the highly regarded Community of Inquiry (CoI) framework (Garrison & Arbaugh, 2007), central to successful blended learning environments. Embedded inclusive education pedagogies, informed by the Universal Design for Learning (UDL) Framework (CAST 2026), aim to strengthen learning interactions by widening access and participation. These two research lenses have informed the instructional design and chemistry teaching practice in a large, first-year chemistry course with an explicit focus on disciplinary discourse, formalisms and representational competence. Quantitative data, collected through established CoI and UDL instruments, has been triangulated with learning analytics and student submissions accessed through the learning management system (with institutional ethical approval). Correlations were identified between the CoI dimensions and all six UDL constructs supporting the approach to instructional design. Connections built through collaborative peer interactions and the relevance of tasks (UDL principles) were highly valued by students however the connection to the instructor emerged as the strongest factor. Evidence of how students engaged in self-assessment in their understanding of chemistry concepts through formative feedback will be shared.