The Universal Design for Learning (UDL) approach is increasingly drawing attention from researchers and educators as a possible solution to promote content accessibility and fill the gap between learner abilities and individual differences. This study aims to analyse the content of a set of peer-reviewed papers published from 2012 to 2015, where UDL framework was applied. We selected 12 studies from different databases and journals depending on 4 criteria: peer-reviewed journals, papers with empirical results, papers that focused on UDL as a framework, and the publication date. These studies were, therefore, categorised into seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning mode. Most of the selected studies tested the framework in a traditional or a blended learning mode, whereas only one study evaluated its effectiveness in a pure online learning. Positive results were yielded in 9 out of 12 papers, but the majority of them were implemented in the USA. Thus, more research is required in diverse cultural contexts and learning modes to confirm the soundness of this instructional model on learning outcomes and learner experience. Additionally, UDL application in online learning may represent a promising solution to design a flexible learning environment from the start which responds to a wide mix of learner needs, abilities, background knowledge, educational experiences, and cultural differences.

Este estudo investiga como o uso de objetos de aprendizagem no modelo 1:1 (um artefato por aluno) em escolas pode representar uma solução de mídia-educação significativa e integrada para melhorar a literacia científica e o engajamento dos alunos em contextos críticos. Em 2010 foi realizada uma pesquisa experimental focada no uso de infográficos, animações e interatividade com objetos de aprendizagem digitais no modelo 1:1, envolvendo cerca de 360 adolescentes em diversas turmas de escolas públicas de Montevidéu, Uruguai. Dividiu-se a amostra em 5 grupos e apresentou-se o mesmo conteúdo de 4 maneiras diferentes, modificando o suporte, o ambiente educativo e o formato de instrução de acordo com princípios de Aprendizagem Multimídia de Mayer e os Primeiros Princípios de Instrução de David Merrill. Os resultados obtidos pelos quatro grupos experimentais foram comparados com o desempenho de um grupo de controle que participou de uma aula expositiva ministrada por um professor. A fim de avaliar o impacto das condições experimentais, foram aplicados quatro testes: Retenção, Compreensão, Teste de Resolução de Problemas, e re-Teste de Resolução de Problemas após uma semana. Também foi utilizada uma ferramenta qualitativa e um questionário auto-administrado para verificar 7 parâmetros de Experiência do Usuário. O recorte desse trabalho também inclui um relato pedagógico da pesquisa para melhor contextualizar a metodologia.

Facebook is the most popular social network site in Italy, and its usage is particularly spread among younger generations. This paper explores how undergraduate students use Facebook, and what meanings they attach to it. Research was performed in 2008 and in 2009 at a Italian university, with a triangulation of quantitative and qualitative methodology. The authors’ survey data show the quick adoption of Facebook. In 2008 half of the students were completely unfamiliar with Facebook, while in 2009 59% of them were using it on a regular basis. Evidence coming from semi-structured interviews with randomly selected university students show that the massive adoption of Facebook goes hand in hand with a general critical attitude. Concerns about privacy issues were common, and they can also lead to a kind of detachment from this site. Implications on the perspective use of Facebook as an educational tool are discussed in the paper.

Facebook is the most popular social network site in Italy, and its usage is particularly spread among younger generations. This paper explores how undergraduate students use Facebook, and what meanings they attach to it. Research was performed in 2008 and in 2009 at a Italian university, with a triangulation of quantitative and qualitative methodology. The authors' survey data show the quick adoption of Facebook. In 2008 half of the students were completely unfamiliar with Facebook, while in 2009 59% of them were using it on a regular basis. Evidence coming from semi-structured interviews with randomly selected university students show that the massive adoption of Facebook goes hand in hand with a general critical attitude. Concerns about privacy issues were common, and they can also lead to a kind of detachment from this site. Implications on the perspective use of Facebook as an educational tool are discussed in the paper.