Applying Universal Design for Learning in Online Courses:Pedagogical and Practical Considerations

Dell, Cindy Ann; Dell, Thomas; Blackwell, Terry L.

doi:10.9743/jeo.2015.2.1

Cited by 77 publications

(62 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…UDL offers the opportunity to maximize online learning through the challenges it provides (Dell, Dell, & Blackwell, 2015). In a study conducted by He (2014), in which online students reflected on the pedagogical methods to support learners with different levels of technology readiness and found UDL…”

Section: Literature Reviewmentioning

confidence: 99%

Reaching Students in Online Courses Using Alternative Formats

Fidalgo

Thormann

2017

IRRODL

View full text Add to dashboard Cite

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.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Reaching Students in Online Courses Using Alternative Formats

Fidalgo

Thormann

2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…The guidelines used most frequently in course design were Guideline 3 (69.8%) which suggests that options be provided for comprehension and Guideline 5 (64.9%), which suggests that options should be provided for expression and communication. Interestingly, the existing research seems to prioritize Guideline 1, providing options for perception, as a necessary introductory step to implement UDL online (Dell et al, 2015;Robinson & Wizer, 2016;Tobin, 2014). While Guideline 1 was still mentioned by about half of the respondents, opportunities to support faculty in generating multiple content alternatives exist.…”

Section: Discussionmentioning

confidence: 99%

“…Relatedly, Dell, Dell, and Blackwell (2015) drew off a University of Arkansas recipe for developing online UDL courses to also highlight starting small and utilizing backward design. Backward design prioritizes tailoring the course content to established course objectives (Wiggins & McTighe, 2005).…”

Section: Universal Design For Learningmentioning

confidence: 99%

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Westine

Oyarzun

Ahlgrim‐Delzell

et al. 2019

IRRODL

View full text Add to dashboard Cite

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.

show abstract

“…Professors can encourage passion for the field of study and give students options with opportunities for self-regulation (Rose et al, 2006). These principles are applicable to online courses in higher education and mobile learning, as well (Dell, Dell, & Blackwell, 2015;Tobin, 2016). …”

Section: Universal Design For Learningmentioning

confidence: 99%

Adaptive Learning Pedagogy of Universal Design for Learning (UDL) for Multimodal Training

Kang¹,

Dragoo²,

Yeagle³

et al. 2018

JAAER

View full text Add to dashboard Cite

The Federal Aviation Administration (FAA) has been searching for effective ways to train a large number of air traffic control specialists (ATCSs) to fill the growing number of vacant positions; however, it has been challenging to increase the trainees' passing rate. It might be possible that the traditional ways of teaching that often use a single information display type (e.g. text summarized in PowerPoint slides, providing information in a fixed format that prevents customization based on each trainee's needs, or being unable to provide multiple means to engage in activities or manage anxiety) can affect the performance of the trainees if diversified needs among the students exist. For example, some trainees who are identified as "average" might show similar performances regardless of whether the information is presented visually or verbally. Conversely, other trainees might perform exceptionally well when visual information is presented, yet perform poorly when auditory information is played. If a course was taught using mostly verbal instructions, then those other trainees would not perform well unless they are provided with appropriate scaffolding techniques that might give them time to adapt.To address the students' needs, the concept of Universal Design for Learning (UDL) was introduced to provide as many diversified teaching methods as possible based on three classifications (i.e. information display methods, action and expression methods, and engagement methods) (Hall, Meyer, & Rose, 2012;Hitchcock, Meyer, Rose, & Jackson, 2002;Rose, 2000;. The UDL approaches have been applied not only in K-12 classrooms (Edyburn, 2010;Hall et al., 2012;Rose, Meyer, & Hitchcock, 2005) creating such diversified materials takes significant time and effort, requiring a better approach to reduce efforts while still obtaining similar increases of performances.One of the approaches that might diminish the efforts of developing UDL-based materials is the identification of preferred learning styles of the trainee population. While many models of learning styles exist (Hawk & Shah, 2007), the Index of Learning Styles (ILS) is unique in its approach. The ILS divides student characteristics largely based on four classifications: perception, input, processing, and understanding (Felder & Brent, 2005;Felder & Silverman, 1988;Felder & Soloman, 2000), and the learning styles of the student can be assessed through asking approximately forty binary choice questions (Felder & Soloman, n.d.). This is a highly respected model that has been applied to a diverse range of areas, some of which include Learning StylesFelder and Silverman (1988) published one of the most widely cited pieces of work on the topic of learning styles. In it, they outlined four learning style dimensions and developed a web-based questionnaire called the Index of Learning Styles (ILS) designed to determine one's learning style preferences. The proposed model can be seen in Table 1. Originally, the publication also included a fifth dimension -inductive/deductive -bu...

show abstract

Applying Universal Design for Learning in Online Courses:Pedagogical and Practical Considerations

Cited by 77 publications

References 8 publications

Reaching Students in Online Courses Using Alternative Formats

Reaching Students in Online Courses Using Alternative Formats

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Adaptive Learning Pedagogy of Universal Design for Learning (UDL) for Multimodal Training

Contact Info

Product

Resources

About