Reducing Student Anxiety in Online Tertiary Music Education Through the Application of Universal Design for Learning

Abstract

Online teaching and learning are not new, nor are they new to tertiary music education. While an "anytime, anywhere" attitude and flexible study suits some learners, for others this is a contributing factor to student anxiety and attrition. This article explores the relationship between student anxiety in online learning and universal design for learning (UDL), and how UDL principles can be applied to reduce anxieties about musical performance in an online class. It explores common barriers for students in the online environment and offers strategies for sustainable learning design in a way to accommodate students before, during, and after unit completion. As well as designing with UDL, this study includes approaches to modeling accessible learning activities in order to provide students with the support they need to perform in an online space, meet learning objectives, and reduce attrition.