scholarly journals Adopting and Applying the Universal Design for Learning Principles in Online Courses

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Beth Oyarzun
Keyword(s):  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Learning Principles

Establishing Considerations for Universal Design for Learning and Accessibility in Online Courses

2021 ◽  
pp. 474-495
Author(s):  
Aisha S. Haynes
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Design For Learning ◽  
University Support

Students with and without disabilities are enrolling in online courses. Universal design for learning (UDL) and accessibility strategies should be implemented proactively when designing and developing online courses. Quality assurance and accessibility standards, university support, professional development, and instructional designers are important for instructors to successfully design online courses and teach online. The purpose of this chapter is to provide educators with strategies for implementing UDL and accessibility in online courses.

Designing and Teaching for Student Engagement in Online Courses Through UDL

2020 ◽  
pp. 314-329
Author(s):  
Ruby L. Owiny ◽  
Elizabeth Hartmann
Keyword(s):  
Student Engagement ◽  
Student Learning ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Online Course ◽  
Learning Modules ◽  
Potential Barriers ◽  
Design For Learning

Any course must be goal-focused and consider the needs of all learners. However, online courses require instructors to be proactive in planning for learning. Recruiting and sustaining engagement in an online course must be carefully considered and planned for during all learning modules or units. This chapter addresses how to keep students engaged by considering their affect, the general way students feel toward their learning. Affect impacts motivation, which in turn can impact how a student persists in a course. The Universal Design for Learning principle of engagement addresses the affect through three guidelines. These guidelines are explained in this chapter with potential barriers to student learning and motivation explained as well. Furthermore, possible solutions are provided to give readers examples of ways in which they might reduce or remove barriers to engagement in their online courses.

scholarly journals Universal Design for Learning Principles in a Hybrid Course

SAGE Open ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 215824401348078 ◽  
Author(s):  
Rebecca Elder Hinshaw ◽  
Suad Sakalli Gumus
Keyword(s):  
Universal Design ◽  
Universal Design For Learning ◽  
Hybrid Course ◽  
Design For Learning ◽  
Learning Principles

scholarly journals Reaching Students in Online Courses Using Alternative Formats

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Patricia Fidalgo ◽  
Joan Thormann
Keyword(s):  
Learning Styles ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Graduate Level ◽  
Design For Learning ◽  
Student Questionnaire

<p class="3">This research was conducted to explore whether students enrolled in graduate level courses found some Universal Design for Learning (UDL) strategies useful and if they actually used them. The strategies we investigated were presenting course information in alternative formats including PowerPoints with voiceover, screencasts, and videos as an alternative to text resources. In addition, students were invited to submit assignments in alternative formats as well as text. To examine these strategies, we used a student questionnaire, analytics from Blackboard, and assignment formats students used. The results indicate that text was the preferred format for accessing course information and resources as well as assignment submission. However, a substantial number of students acknowledged the benefits of using alternative formats and a smaller percentage used them. We suggest that instructors take advantage of UDL strategies that were examined since a sufficient number of students used them and because learning styles differ. We can reach more students by using these strategies.</p>

The Role of Course Management Systems (CMS) in Addressing Universal Design for Learning (UDL) in College Classrooms

2018 ◽  
pp. 60-78
Author(s):  
Laura R. Ficarra ◽  
Deborah A. Chapin
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Course Management ◽  
Extensive Experience ◽  
College Classrooms ◽  
Experience Teaching ◽  
Design For Learning

The purpose of this chapter is to explore the use of a course management system (CMS) platform, Blackboard, which offers a framework for electronic resources accessed via technology (i.e., discussion boards, online tutorials, simulations, etc.), and will speak to how using CMS in this fashion allows teachers in higher education to address universal design for learning (UDL) in a way that is responsive to various learner profiles. This chapter offers an investigation of the implications of using CMS as a flexible method to employ UDL via blended learning and its influence on students in institutions of higher education (IHE). The authors provide strategies that emphasize best practice based on research in conjunction with their combined varied and extensive experience teaching face-to-face, blended, and asynchronous online courses in IHL.

Performing Without Sound: Using Sign Language to Teach Expressive Qualities of Music

2021 ◽  
pp. 104837132110344
Author(s):  
Emily Hatch
Keyword(s):  
Sign Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Learning Opportunities ◽  
Design For Learning ◽  
Learning Principles ◽  
A Performance

Performing can be taught in more ways than just with singing and instruments; sign language is also a legitimate option for teaching students about the expressive qualities of music through performance. Using sign language as a performance option serves to promote differently abled musicians. It also is a way to use Universal Design for Learning principles to create learning opportunities in a variety of modalities for all students

scholarly journals UDL in Online College Coursework: Insights of Infusion and Educator Preparedness

2015 ◽  
Vol 19 (5) ◽  
Author(s):  
LaRon Scott ◽  
Peter Temple ◽  
David Marshall
Keyword(s):  
Teacher Preparation ◽  
Special Education Teachers ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Teacher Education Programs ◽  
Online Learning Environment ◽  
Education Programs ◽  
Online Coursework ◽  
Design For Learning

Teacher education programs are increasing the use of online courses to train and prepare teachers. The Universal Design for Learning (UDL) framework is one strategy used to effectively train and prepare special education teachers in the online learning environment. The purpose of this study was to examine participants’ perception of UDL in online graduate-level courses and their preparation after completing the online courses using UDL. Mean ratings are reported for course alignment with UDL principles as are teacher preparation ratings. Participants reported that they perceived the online courses to be aligned with the UDL principles and that their learning and preparation was positively impacted. The results contribute to the application of these findings to online coursework and teacher preparation. Limitations and implications are discussed.

Universal Design for Culturally-Diverse Online Learning

2011 ◽  
pp. 239-254 ◽  
Author(s):  
Jane H. Eberle ◽  
Marcus D. Childress
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Instructional Strategies ◽  
Culturally Diverse ◽  
Universal Design ◽  
Online Courses ◽  
Universal Design For Learning ◽  
Global Learning ◽  
Design For Learning ◽  
Culturally Diverse Populations

This chapter outlines a framework for designing online learning using the principles of universal design. The authors define and give practical examples of instructional design models and universal design for learning as adapted for culturally-diverse populations and global learning. Online learning in a global society presents a variety of teaching issues that must be addressed if learning is to be universal, consistent, and culturally-sensitive. Adapting principles that the Center for Assistive Special Technology has developed for learners with special needs and combining those with practical instructional design techniques and instructional strategies can ensure that diverse learners will have equal access to the learning that will take place in their online courses.

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