Universal Design for Culturally-Diverse Online Learning

Eberle, Jane; Childress, Marcus

doi:10.4018/9781599043012.ch014

Cited by 5 publications

(18 citation statements)

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“…According to Eberle and Childress (2006), in the design of online courses it is imperative to consider the culturally diverse audience they will reach; however, the values of "social and cultural diversity, free expression, collegiality, integrity, and mutual respect" (The University of North Carolina at Charlotte, 2014, "University Vision and Values Section," para. 1) are not explicitly represented in the quality rubric adopted by the university at which this study took place.…”

Section: The Need For Universal Design For Learning In An Equity-focumentioning

confidence: 99%

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Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Westine

Oyarzun

Ahlgrim‐Delzell

et al. 2019

IRRODL

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This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.

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Section: The Need For Universal Design For Learning In An Equity-focumentioning

confidence: 99%

“…A questionnaire was developed specifically for this study and was guided by recent articles about UDL and online instruction (Bauder & Simmons, 2017;Eberle & Childress, 2006;Tobin, 2014). The instrument was designed to collect the necessary information to describe faculty familiarity with, use of, and interest in UDL.…”

Section: Instrumentationmentioning

confidence: 99%

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Westine

Oyarzun

Ahlgrim‐Delzell

et al. 2019

IRRODL

View full text Add to dashboard Cite

show abstract

“…The value of universal design concept has been argued as one of the best practices for learning to design standards-based lessons (Rao and Meo, 2016) and in creating culturally inclusive online course materials (Eberle and Childress, 2006;Rose and Meyer, 2000). It allows learners to select from different methods of instruction (reading learning resources), modes of expression (typing a response) and means of interaction (synchronous or asynchronous communication) (Frechette et al, 2014) to accommodate culturally different diverse learners.…”

Section: Developmentmentioning

confidence: 99%

Development of mobile application through design-based research

Jayatilleke

Ranawaka

Wijesekera

et al. 2018

AAOUJ

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Purpose The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research. Design/methodology/approach This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment. Findings It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges. Research limitations/implications This study was based on the findings of a small sample of potential users. Practical implications The findings have implications for designing culturally adaptive interactive mobile applications. Originality/value This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.

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“… Identify cultural practices associated with gender issues in the target population society (Henderson, 2006;Slay, 2002;Eberle & Childress, 2006).…”

Section: Misa Phase 1: Define the Training Problemmentioning

confidence: 99%

Cultural Variables and Instructional Engineering

Simard¹,

Basque²

Social Information Technology

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This chapter discusses how cultural variables can be taken into account when designing computer-based learning environments (CLEs). Its purpose is to identify concrete recommendations to guide instructional engineering of computer-based learning for diverse cultures through a review of the literature on the subject. First, this chapter describes the background in which such recommendations have emerged and identifies some of the issues underlying instructional design for diverse cultures. Then it introduces models and guidelines on how cultural variables can be taken into account when designing CLEs. Specific recommendations are organized using a method of instructional engineering for CLEs called MISA (Paquette, 2003) as a frame of reference. This is followed by a discussion on future trends and future research directions. Cultural Variables and Instructional Engineering

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Universal Design for Culturally-Diverse Online Learning

Cited by 5 publications

References 0 publications

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

Development of mobile application through design-based research

Cultural Variables and Instructional Engineering

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