Applying the UDL Framework to Online Postsecondary Courses (Working Title)
Document Type
Event
Department
Education and Human Development
Abstract
[VERY VERY DRAFTY] The Universal Design for Learning framework offers a synthesis of 40 years worth of discovery in the fields of education, cognitive psychology, and neuroscience. UDL describes itself as a framework that can be used by educators to create inclusive learning environments that acknowledge the inherent variability in all learners. This mixed-methods, exploratory study investigates the application of UDL in two post-secondary online courses. It examines and portrays the instructors of the courses involved as learners through a series of interviews; explores the process of applying the UDL framework to modify a portion of their courses they are unhappy with; and reveals how these modifications affect the students in these courses using qualitative and quantitative methodologies in a controlled experimental design. The implications the results have for the practice of teaching and learning design and education research at the post-secondary level are discussed.
Applying the UDL Framework to Online Postsecondary Courses (Working Title)
[VERY VERY DRAFTY] The Universal Design for Learning framework offers a synthesis of 40 years worth of discovery in the fields of education, cognitive psychology, and neuroscience. UDL describes itself as a framework that can be used by educators to create inclusive learning environments that acknowledge the inherent variability in all learners. This mixed-methods, exploratory study investigates the application of UDL in two post-secondary online courses. It examines and portrays the instructors of the courses involved as learners through a series of interviews; explores the process of applying the UDL framework to modify a portion of their courses they are unhappy with; and reveals how these modifications affect the students in these courses using qualitative and quantitative methodologies in a controlled experimental design. The implications the results have for the practice of teaching and learning design and education research at the post-secondary level are discussed.
