Catering to Inclusion and Diversity With Universal Design for Learning in Asynchronous Online Education: A Self-Determination Theory Perspective

Abstract

The Universal Design for Learning (UDL) guidelines were extensively studied to understand inclusive learning and teaching in higher education. However, to date, there have been few studies that approached UDL-based asynchronous university courses from the needs satisfaction perspective in self-determination theory (SDT). To address this gap, researchers designed and implemented two 15-week asynchronous online courses based on UDL. They then tested their effectiveness with college freshmen (N = 225) by adopting a sequential explanatory mixed method. The study aimed to examine (i) whether asynchronous instruction based on UDL catered to inclusion and diversity across gender and academic background and (ii) whether the instructional design supported learner engagement and needs satisfaction. The findings showed that both male and female students as well as Arts and Sciences students equally engaged in the courses and perceived the needs support from the course design. However, the study also found that although universal design supported autonomy and competence, it nonetheless failed to fully satisfy learners’ relatedness needs. The researchers concluded by discussing empirical and theoretical implications.

Supporting Inclusive Online Higher Education in Developing Countries: Lessons Learnt from Sri Lanka’s University Closure

“…According to Hockings [11], "inclusive learning and teaching in higher education refers to the ways in which pedagogy, curricula and assessment are designed to engage students in learning that is meaningful, relevant, accessible to all" (p. 1). Studies over the past decade have provided important information on inclusive learning in higher education at the course level [4,12]. Researchers have highlighted that inclusive learning in higher education requires further investigation of how students are supported [11,13].…”

“…Students need to feel connected and supported in online learning. To facilitate inclusive online higher education, it is crucial to provide support for addressing these three needs of SDT [12]-autonomy, competence, and relatedness. In other words, the support for meeting these three needs should enable accessibility, relevance, meaningfulness, and engagement in online learning environments.…”

“…To address competence needs, university students need to be provided with meaningful online learning experience [26]. Finally, the support for relatedness needs is that students can feel supported and connected by interacting with others in online learning [12]. With the support for these three basic psychological needs of university students, it is more likely that students are engaged in online learning, thus leading to inclusive online higher education [24].…”

“…Based on the students' perceptions of their online learning experiences during the university closure, it is clear that support structure and mechanisms have to be put in place by universities and their partners to address students' autonomy, competence, and relatedness needs. When these needs are addressed, universities are then more likely to offer inclusive online learning [12]. The support structure and mechanisms for inclusive online learning are:…”