Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

Super, Laura; Hofmann, Analise; Leung, C. Fok-Shuen; Ho, Mabel; Harrower, Emma; Adreak, Najah; Manesh, Zohreh Rezaie

doi:10.1002/ece3.6960

Cited by 10 publications

(2 citation statements)

References 33 publications

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“…Educational research has long focused on equity issues in student learning (Bianchini, 1997;Bowen & Cooper, 2021;Burgess & Williams, 2022;Hodge, 2006;Lambert, 2020;Super et al, 2020) Equality in education consists of two dimensions: equity and inclusion (Simon et al, 2007) Equality in learning can be promoted through the education system (Ainscow, 2016;Gorard & Smith, 2004). However, equality can also be seen from students' perspective because they are at the core of the equality (Sellar & Gale, 2011;Andrewartha & Harvey, 2017;Mahande & Abdal, 2022;Howell, 2022).…”

Section: Introductionmentioning

confidence: 99%

Exploring HyFlex learning modality through adaption-innovation theory for student learning equity

Mahande,

Setialaksana,

Abdal

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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Equity is an important issue in student learning. HyFlex as a learning modality provides students an equitable opportunity to access learning through several modalities, which correlate with students’ cognitive styles. The study investigates the relationship between student learning and cognitive styles, student-preferred modalities, and their equity in learning. The digital survey was sent to students and 451 students filled out the survey voluntarily. A structural equation model was developed to investigate the relationship between variables. The results indicate that students with innovation styles had a higher impact than students with an adaption style on the choice of three HyFlex learning modalities. The findings also show that student-preferred modalities encourage them to have equity in their learning. The current research provides novel knowledge on fostering learning equity by developing and adjusting students’ cognitive styles to choose HyFlex learning modalities.

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Section: Introductionmentioning

confidence: 99%

Exploring HyFlex learning modality through adaption-innovation theory for student learning equity

Mahande,

Setialaksana,

Abdal

et al. 2024

ONLINE J COMMUN MEDIA TECHNOL

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show abstract

“…The three guiding principles of the UDL framework are multiple means of engagement, multiple means of representation and multiple means of action and expression, which are broken down into 31 checkpoints [ 30 ]. The framework is already in use in a variety of disciplines including marketing, family and consumer sciences and ecology and in numerous countries such as the USA, South Africa and Canada [ 32 – 34 ]. However, the formal utilisation of UDL in anatomy curricula has yet to be published [ 35 ].…”

Section: Introductionmentioning

confidence: 99%

Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

et al. 2023

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Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students’ motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students’ self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.

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A Near-Peer Interprofessional Educational Fellowship Program for Training Pre-Clinical Medical Students in the Best Practices of Teaching and Learning

Wisco,

Moussavi,

White

2023

Med.Sci.Educ.

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Fostering equity, diversity, and inclusion in large, first‐year classes: Using reflective practice questions to promote universal design for learning in ecology and evolution lessons

Cited by 10 publications

References 33 publications

Exploring HyFlex learning modality through adaption-innovation theory for student learning equity

Exploring HyFlex learning modality through adaption-innovation theory for student learning equity

Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

A Near-Peer Interprofessional Educational Fellowship Program for Training Pre-Clinical Medical Students in the Best Practices of Teaching and Learning

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