Using the Universal Design for Learning Framework to Support Culturally Diverse Learners

Abstract

This article describes the mechanism through which cultural variabihty is a source of learning differences. The authors argue that the Universal Design for Learning (UDL) can be extended to capture the way in which learning is influenced by cultural variabihty, and show how the UDL fi-amework might be used to create a curriculum that is responsive to this cultural dimension of learning. We also suggest that when used in this way, the UDL framework may not only reduce barriers for culturally diverse learners, but also increase the learning opportunities for all learners-helping them to develop proficiency in a broader range of expressive, analytic, and cognitive styles that are crucial to success in the twenty-first century.

Active Learning to Improve Student Learning Experiences in an Online Postgraduate Course

“…This confirms that in a context where students are mostly isolated and do not get many opportunities to apply their knowledge, activities involving some level of active engagement should be promoted (Prince, 2004) despite the increased cognitive load associated with active learning (Deslauriers et al, 2019). The idea of using multiple learning activities presented in alternative formats improves the online learning experience (Chita-Tegmark et al, 2011;Moorefield-Lang et al, 2016;Fidaldo and Thormann, 2017) and provides the opportunity for students to focus on content resources that are most suitable for their preferred style of learning. Structuring content delivery modes to suit all learning preferences may enhance student engagement and retention of knowledge (Hawk Thomas and Shah Amit, 2007).…”

“…As with many online courses, the cohort of students enrolled in this subject is characterized by a wide range of ages, academic backgrounds and professional commitments. Creating an online environment that meets diverse students' learning needs is complex and challenging (Hill et al, 2009;Chita-Tegmark et al, 2011;Gillett-Swan, 2017). It was suggested as early as 2001, when web-based learning was in its infancy, that such an environment may require a unique approach to content delivery (Fetherston, 2001).…”

“…It was suggested as early as 2001, when web-based learning was in its infancy, that such an environment may require a unique approach to content delivery (Fetherston, 2001). Innovative, online learning environments can help students to meet their learning objectives more effectively by offering content in multiple formats (written, auditory, interactive) along with providing learning opportunities that are less passive (Laurillard, 1998;Chita-Tegmark et al, 2011;Moorefield-Lang et al, 2016). While the effectiveness of online learning for student satisfaction, commitment and performance are increasingly important research areas in undergraduate education contexts, there is a distinct lack of systematic evidence assessing post-graduate online learning environments.…”

Universal Design for Learning and Disability Inclusion in South African Higher Education Curriculum

“…Such thorough planning ought to be informed by UDL framework, as it advocates for curriculum development that gives all students, including SWDs, equal opportunities to learn (CAST 2014). This is because at the heart of UDL is addressing diverse learners' individual differences within the general education environment (Chita-Tegmark et al 2011) and the UDL's principle of 'multiple means of action and expression' can best achieve this goal (Dalton et al 2012) as it enjoins educators to 'use strategies that allow the learner to practice tasks with different levels of support and to demonstrate their knowledge and skills in a diversity of ways' (Dalton et al 2012: 3).…”

Guidelines for designing middle-school transition using universal design for learning principles

“…All learners' needs can be addressed through the application of UDL principles in classroom planning, including, but not limited to those who have learning difficulties and disabilities (Hall, Cohen, Vue, & Ganley, 2015), students with intellectual and developmental disabilities (Coyne, Evans & Karger, 2017), students who have English as a second language (Rao & Torres, 2017), students who are deaf or hard of hearing (University of Vermont, 2017), students from different cultural backgrounds (Chita-Tegmark, Gravel, De Lourdes B. Serpa, Domings & Rose, 2011;Pearson, 2015), and students who struggle with specific areas such as mathematics (Hunt & Andreasen, 2011). When applying the principles teachers provide multiple, flexible ways for students to comprehend and interrogate content, demonstrate skills and understanding, and be more fully engaged.…”