Analyzing a College Course That Adheres to the Universal Design for Learning (UDL) Framework

Autor/in	Smith, Frances G.
Titel	Analyzing a College Course That Adheres to the Universal Design for Learning (UDL) Framework
Quelle	In: Journal of the Scholarship of Teaching and Learning, 12 (2012) 3, S.31-61 (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Access to Education; Faculty; Action Research; Teaching Methods; Research Methodology; Student Interests; Learning Theories; Graduate Students; Course Content; College Faculty; Higher Education; Graduate Study; Models; Academic Achievement; Educational Practices; Learner Engagement; Feedback (Response); Expertise; Educational Strategies + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Academic Staff; Lehrkörper; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Research method; Forschungsmethode; Studieninteresse; Learning theory; Lerntheorie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursprogramm; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Schulleistung; Bildungspraxis; Expert appraisal; Lehrstrategie
Abstract	Universal design for learning (UDL) offers an educational framework for a college instructor that can maximize the design and delivery of course instruction by emphasizing multiple representations of materials, varied means for student expression, content and knowledge, and multiple ways to motivate and engage student learning. Through a UDL lens, learner variability is anticipated and considered as a strength in the instructional planning process. The present study examined the reflective practice of one faculty member as she applied the UDL framework to her graduate class. Study participants were engaged in action research that both explored the faculty's use of the UDL framework to design and deliver an introductory graduate research methods course and, student perspectives of the application of this approach. Both faculty and student responses were favorable towards the implementation of the UDL instructional practice. Results suggest that when faculty use the UDL framework to help design courses, goals are more clearly aligned with instructional practices; there is a positive relationship to student interest and engagement; and students are positively engaged in the course. (Contains 2 figures and 6 tables.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10