A Case Study to Explore a UDL Evaluation Framework Based on MOOCs

Abstract

In this paper, we focus on 23 undergraduate students’ application of a universal design for learning (UDL) evaluation framework for assessing a massive open online course (MOOC) in the context of a usability and accessibility university course. Using a mixed-methods approach, we first report the extent to which untrained raters agree when evaluating their course with the framework and then examine their feedback on using UDL for assessment purposes. Our results indicate user feedback provides great value for both the future development of accessible MOOCs and identifies opportunities to improve the evaluation framework. For that purpose, we suggest an iterative process comprised of refining the framework while working with students and which could help students to internalise UDL principles and guidelines to become expert learners and evaluators. The complexities and redundancies that surfaced in our research, as reported in this paper, illustrate that there is variability in the perception of both the course design and the interpretation of the framework. Results indicate that UDL cannot be applied as a list of simple checkpoints, but also provide insights into aspects of the framework that can be improved to make the framework itself more accessible to students.

Performance of students with different accessibility needs and preferences in “Design for All” MOOCs

“…As examples of what other avenues of research should be further explored, participation and retention of students with disabilities is one of them. Another topic is the need of UDL-based frameworks for evaluating the appropriateness of MOOCs for different groups of students with disabilities in line with [ 18 ]. Likewise, we are aware that grades are only part of the complete picture of MOOC learning, as there are other ways to benefit from MOOCs that do not necessarily require completion [ 45 , 46 ].…”

“…Furthermore, beyond the technical assessment of compliance with WCAG, a more holistic, UDL-based framework for evaluating MOOC accessibility is needed. Current research [ 18 ] reports efforts for an iterative process to build such a framework in collaboration with students.…”

Applying andragogy for integrating a MOOC into a formal online learning experience in computer engineering

“…In future research, several aspects could be enhanced, such as designing other types of non-formal learning activities, as well as, including ad-hoc questionnaires to measure the impact of non-formal activities on student learning experience (ease of use and usefulness), their emotional response (motivation and commitment), and contextualising service-learning in practice for the improvement of student engagement [ 66 ].…”

Analysing Disability Descriptions and Student Suggestions as a Foundation to Overcome Barriers to Learning

“…A focus on identifying barriers, rather than on individuals and their medical conditions, is argued to shift the emphasis towards institutional and social responsibility for removing barriers, rather than viewing disability support only in terms of individual diagnosis and response (Oliver 2013). Despite the increased adoption of approaches that aim to enhance the general accessibility of web content and learning, most prominently through the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL), there remains the recognition of the need to understand, support and adjust according to individuals, and technology may make this easier (Iniesto, Rodrigo & Hillaire 2023).…”