Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Boothe, Kathleen A.; Lohmann, Marla J.; Owiny, Ruby L.

doi:10.4148/2470-6353.1310

Cited by 8 publications

(10 citation statements)

References 8 publications

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“…2019; Boothe et al . 2020). Providing multiple modes for learning and content are key elements in learning engagement and effectiveness.…”

Section: Promoting Students’ Learning Engagement Through An Interdisc...mentioning

confidence: 99%

Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality

Lim¹

2022

Int J Art Design Ed

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Increasing usage of digital technologies in daily life has affected even tech savvy students. With the prominent development of augmented reality (AR) and virtual reality technologies, this study concentrates on the ongoing development of AR in art education and its potential in art education. As an educator in visual arts at a higher education institution, the author explored AR‐integrated curriculum by introducing an AR creation tool (Adobe Aero) and AR education tool (Merge Cube) into visual arts education classes. The lessons were designed with multimodal delivery methods for learning effectiveness with AR, and students learned about the concepts of arts integration and AR technologies. This study examines how newly developed AR‐based curriculum expanded students’ art expression and represented artwork in real and virtual spaces. In outlining the results, this study explains the practice of two‐dimensional (2D) and virtual‐based three‐dimensional (3D) hybrid art creations in AR, and digital storytelling with AR. This study also discusses the positive impacts on students' learning engagement and satisfaction and understanding of layers and spatial structures.

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“…2019; Boothe et al . 2020). Providing multiple modes for learning and content are key elements in learning engagement and effectiveness.…”

Section: Promoting Students’ Learning Engagement Through An Interdisc...mentioning

confidence: 99%

Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality

Lim¹

2022

Int J Art Design Ed

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“…Their students in the teacher education program were free to choose how they wanted to demonstrate their learning. They created or composed a video, audio, presentation, research paper, poem, instructional handouts, children's storybooks or participated in a professional development opportunity (Boothe et al, 2020). They enjoyed being allowed to make a choice and reported that they would transfer this experience to their own future classrooms.…”

Section: Choicementioning

confidence: 99%

“…Providing choice has been associated with increased engagement. Boothe et al (2020) investigated how choice impacts student engagement in an online environment with a focus on the third principle of UDL (i.e., multiple means of action and expression) as a way to evaluate student learning. Their students in the teacher education program were free to choose how they wanted to demonstrate their learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Capturing the successes and failures during pandemic teaching: An investigation of university students’ perceptions of their faculty’s emergency remote teaching approaches

Nussli

Davis

2022

E-Learning and Digital Media

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This research investigates teacher candidates’ experiences during two semesters of imposed remote instruction during a pandemic. Through qualitative research interviewing, the perceptions of a purposeful sample of five preservice teachers were captured to investigate the faculty’s emergency remote teaching approaches. The theory-based interview guide was developed based on six concepts, namely, feedback, care, student engagement, choices, collaboration, and autonomous learning. The results present factors affecting the quality of feedback. Several challenges were identified in the way and the timing in which content was structured, presented, and released. The interviewed participants’ engagement levels were determined by regular synchronous interaction, highly structured learning platforms, and precise communication. The challenges of collaboration, a lack of social cohesion, and a lack of adaptations made to the digital curriculum affected students’ motivation, engagement, and efficiency levels. Distinct structures, clearly communicated purposes, and a well-defined organization were considered to be key to ensuring learning autonomy. The study contributes to refocusing efforts with a view towards post-pandemic teaching.

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“…For example, students reported better communication about expectations and other course information after UDL was applied to the redesign of an online undergraduate course (Rao & Tanners, 2011 ). When instructors applied the principle of Action & Expression to a final course project, students reported positive engagement and learning from the project (Boothe et al, 2020 ). Similar results were reported from students when entire graduate level courses were designed to incorporate UDL principles (Scott et al, 2015 ).…”

Section: Accessibilitymentioning

confidence: 99%

University students experience the COVID-19 induced shift to remote instruction

Ives

2021

Int J Educ Technol High Educ

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The COVID-19 pandemic required an abrupt shift from face-to-face to online instruction for many students in higher education in the United States. Prior research has raised some concerns about both equitable access to online courses, and the quality of instruction in online courses compared to face-to-face courses. This survey study included a retrospective pretest approach to comparing students experiences before and after the transition to online instruction. The sample of 1731 students ranged across all available topics of study and all class standings from first-year students to doctoral students at a R1: Doctoral Universities—Very High Research Activity university according to the Carnegie classifications. Quality of instruction was addressed through the three principles of Universal Design for Learning. Students reported that most areas of quality of instruction were poorer after the transition, with having Engagement dropping by the largest effect size. However, Representation showed a small effect of improvement following the transition. Students who preferred online instruction reported less loss of instructional quality. Similarly, students eligible for disability services also reported less loss of instructional quality. Doctoral students reported significantly poorer access on multiple measures compared to all four years of undergraduate students’ standings. Results are discussed in terms of patterns, exceptions, effect sizes, and recommendations for future research.

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Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning

Cited by 8 publications

References 8 publications

Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality

Expanding Multimodal Artistic Expression and Appreciation Methods through Integrating Augmented Reality

Capturing the successes and failures during pandemic teaching: An investigation of university students’ perceptions of their faculty’s emergency remote teaching approaches

University students experience the COVID-19 induced shift to remote instruction

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