Application of Universal Design for Learning in Corporate Technical Training Design: A Quantitative Study

Autor/in	Irbe, Aina G.
Titel	Application of Universal Design for Learning in Corporate Technical Training Design: A Quantitative Study
Quelle	(2016), (273 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-8323-8
Schlagwörter	Hochschulschrift; Dissertation; Access to Education; Instructional Design; Industrial Training; Statistical Analysis; Electronic Learning; Individualized Instruction; Pacing; Online Courses; Pretests Posttests; Comparative Analysis; Multivariate Analysis; Instructional Effectiveness; Employees + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Access; Bildung; Zugang; Bildungszugang; Lesson concept; Lessonplan; Unterrichtsentwurf; Betriebliche Berufsausbildung; Gewerblich-industrielle Ausbildung; Industriebetriebslehre; Statistische Analyse; Individualisierender Unterricht; Lerntempo; Online course; Online-Kurs; Multivariate Analyse; Unterrichtserfolg; Employee; Arbeitnehmer; Beschäftigter
Abstract	With the rise of a globalized economy and an overall increase in online learning, corporate organizations have increased training through the online environment at a rapid pace. Providing effective training the employee can immediately apply to the job has driven a need to improve online training programs. Numerous studies have identified that the application of Universal Design for Learning (UDL) principles to course development in the K-12 environment and university settings reached a more diverse audience and in turn, improved learning outcomes In contrast, little research exists regarding how the application of the UDL principles to instructional design practices and strategies affects participant achievement in self-paced online training in the corporate setting. To provide insight into if and how the application of UDL on the design of a corporate self-paced, online course influences the learner posttest results, this study used an experimental, quantitative approach applying a randomized two-group design to compare the posttest results of two self-paced online courses with the same technically-focused content designed with traditional and UDL instructional design strategies, respectively. Additionally, the study explored to what extent the application of UDL as an instructional design strategy impacted participant posttest achievement in the cognitive and psychomotor learning domains. A t-test was used to analyze the overall posttest scores, followed by the use of a Multivariate Analysis of Variance (MANOVA) to examine the dependent variables (cognitive and psychomotor domain) posttest scores. The participants in the study included only corporate or federal employees. Overall, the study concluded that application of UDL did not positively or negatively change participant overall scores or affect the participants' overall posttest results for the knowledge based (cognitive) section. However, participant achievement was positively influenced in the skills-based (psychomotor) section. Based on these findings UDL should be considered and further researched as an instructional design strategy for online training and online training in the corporate environment, especially for the development of skills-based content. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01