Design, Redesign, and Continuous Refinement of an Online Graduate Course: A Case Study for Implementing Universal Design for Learning

Cai, Qijie; Robinson, David T.

doi:10.1007/s41686-020-00053-3

Cited by 7 publications

(5 citation statements)

References 7 publications

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“…This study shows that “generalized UDL” may have a different impact on different learners in diverse disciplinary contexts. To optimize a UDL-based online course, designers and instructors should first carefully examine relevant factors, including external contexts that demand changes in the course, the course’s existing features, learner characteristics and needs, and the nature and requirements of the course content, activities, and assessments ( Cai and Robinson, 2021 ; Jiang and Zhang, 2021 ). This can also be achieved through regular observation of teacher-student classroom interaction and provision of necessary support and adjustments when the course is still ongoing ( Cotán et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

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

Ismailov

Chiu

2022

Front. Psychol.

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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.

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Section: Discussionmentioning

confidence: 99%

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

Ismailov

Chiu

2022

Front. Psychol.

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“…In this regard, Comer et al (2015) recommended using inclusive strategies to get to know the learner's identity, such as their preferred pronoun, and understand the learner's needs if they have the essential technology devices and reliable internet so that the instructor can support them accordingly. Other researchers recommend taking learner characteristics and needs into consideration when designing online courses to optimize the impact of UDL strategies (Cai & Robinson, 2021;Jiang & Zhang, 2021).…”

Section: Learner Differencesmentioning

confidence: 99%

Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

Martin,

Oyarzun,

Sadaf

2023

OLJ

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Online learners are increasingly diverse (NCES, 2022), which underlines the need for instructors to be inclusive and equitable in online teaching. Inclusion refers to providing opportunities for all learners in the online course, so they can actively participate and feel welcomed and belong in the course, and equity ensures that all learners have fair treatment and access to the opportunities and resources needed to succeed. In this survey-based research, we developed an Inclusive and Equitable Online Teaching Strategies (IEOTS) instrument with 45 strategies and examined instructor perceptions of the helpfulness of these strategies. These strategies focused on instructor self-awareness and commitment, getting to know the learners, course design, course facilitation, and evaluation. Based on the 478 online instructor survey responses, descriptive statistics showed that the instructors rated the strategies between somewhat helpful and helpful. In the open-ended question, student choice was described as an important aspect of the online course being inclusive and equitable. Analysis conducted based on the learner (student level), instructor (gender, ethnicity, teaching experience and teaching expertise), course (delivery modality), and organizational differences (required training, collaboration with instructional designer) found that instructor perceptions of helpfulness was higher for the course design subscale for instructors who taught online asynchronously rather than synchronously; higher for the know your learner subscale for instructors who taught graduate students rather than those who taught undergraduate students, and between those who attended training for online teaching compared to those who had not. In addition to supporting diverse online students, this study has implications for online instructors, instructional designers, and administrators who provide support to integrate these strategies effectively.

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“…Since its inception, much has been written about UDL with most of the research centred on North America and Europe respectively (Cai & Robinson, 2021;Fovet, 2020;Olaussen et al, 2019). As UDL gains greater attention as a paramount inclusion in educational policy and practice, the need to understand how it is utilised in contexts outside the regions mentioned above becomes more crucial.…”

Section: Udl In the Global Southmentioning

confidence: 99%

Higher Education for Good

2023

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After decades of turbulence and acute crises in recent years, how can we build a better future for Higher Education? Thoughtfully edited by Laura Czerniewicz and Catherine Cronin, this rich and diverse collection by academics and professionals from across 17 countries and many disciplines offers a variety of answers to this question. It addresses the need to set new values for universities, trapped today in narratives dominated by financial incentives and performance indicators, and examines those “wicked” problems which need multiple solutions, resolutions, experiments, and imaginaries. This mix of new and well-established voices provides hopeful new ways of thinking about Higher Education across a range of contexts, and how to concretise initiatives to deal with local and global challenges. In an unusual and refreshing way, the contributors provide insights about resilience tactics and collective actions across different levels of higher education using an array of styles and formats including essays, poetry, and speculative fiction. With its interdisciplinary appeal, this book presents itself as a provocative and inspiring resource for universities, students, and scholars. Higher Education for Good courageously offers critique, hope, and purpose for the practice and the trajectory of Higher Education.

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Design, Redesign, and Continuous Refinement of an Online Graduate Course: A Case Study for Implementing Universal Design for Learning

Cited by 7 publications

References 7 publications

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

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

Higher Education Instructor Perception of Helpfulness of Inclusive and Equitable Online Teaching Strategies

Higher Education for Good

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