Engaging Graduate Students in the Online Learning Environment: A Universal Design for Learning (UDL) Approach to Teacher Preparation

Abstract

Today's classroom is more diverse than ever; it is imperative that universities find solutions for meeting these diverse learning needs. One potential solution is Universal Design for Learning (UDL), which is a promising practice in the K-12 classroom. UDL is a framework for teaching and learning that is based on the idea that diversity among students is predictable and systematic adjustments to the curriculum should be made based on that predictability. While there is strong research supporting the use of UDL for traditional K-12 classrooms, there is little research regarding its implementation in the online university teacher preparation classroom. This action research study explores the use of UDL for increasing student engagement in the online Special Education teacher preparation courses for one university faculty member. The authors seek to better understand the use of UDL in the university setting by examining the impact of engagement strategies in online Special Education teacher preparation courses. Results of this action research, as well as implications for the authors, are discussed.

Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs

“…When it comes to being accessible, Rao et al (2014) suggest that faculty set consistent office hours for at least two days. In a study conducted by Lohmann et al (2018), phone calls and text messages were the main ways online students engaged with the instructor. For instructors who do not want to share their personal phone number, a messaging application can be used.…”

The case for flexibility in online science courses: Strategies and caveats

“…For instance, the UDL framework identifies the importance of providing students with choice in assessment structure or topics to reflect their own interest, maintain engagement, and increase self-motivation. 2,[13][14][15] Flexibility can also provide more equitable opportunities for success given that there are power and privilege ramifications associated with access to online learning. Some students may not have reliable internet connectivity or may face difficulties finding a quiet, uninterrupted place to study.…”

A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

“…Student-instructor interaction can be considered one of the most crucial factors in enhancing student satisfaction and engagement in online courses (Lohmann et al, 2018;Nandi et al, 2012). Martin and Bolliger (2018) found that students felt engagement strategies used to promote instructor-student interaction were more valued than strategies used to promote student-student and student-content interactions.…”