''Every Little Thing That Could Possibly Be Provided Helps'': Analysis of Online First-Year Chemistry Resources Using the Universal Design for Learning Framework

Autor/inn/en	Reyes, Charisse T.; Lawrie, Gwendolyn A.; Thompson, Christopher D.; Kyne, Sara H.
Titel	''Every Little Thing That Could Possibly Be Provided Helps'': Analysis of Online First-Year Chemistry Resources Using the Universal Design for Learning Framework
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 2, S.385-407 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Charisse T.) ORCID (Lawrie, Gwendolyn A.) ORCID (Thompson, Christopher D.) ORCID (Kyne, Sara H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/d1rp00171j
Schlagwörter	Content Analysis; Instructional Materials; Instructional Material Evaluation; Web Based Instruction; Access to Education; Chemistry; College Students; Student Attitudes; Foreign Countries; Introductory Courses; Case Studies; Philippines; Australia + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Web Based Training; Education; Access; Bildung; Zugang; Bildungszugang; Chemie; Collegestudent; Schülerverhalten; Ausland; Einführungskurs; Case study; Fallstudie; Case Study; Philippinen; Australien
Abstract	Rapid advancements in information and communication technologies (ICTs) have afforded numerous variations to traditional chemistry curricula where pedagogical strategies that have been employed have assumed "one-size-fits-all". The translation of print-based instructional resources into multimodal online and digital forms enables greater accessibility, flexibility, and usability to support students in their understanding of complex chemistry concepts. To ideally offer an online learning environment that is accessible by all students to the greatest extent possible, this study employed the principles of the Universal Design for Learning (UDL) framework to analyse the design of online instructional resources for topics in first-year chemistry courses. Through application of UDL principles, students were provided with multiple means of representation of concepts, options for action and expression, and various avenues for engagement within the learning management system (LMS). This paper describes how the UDL framework was used to evaluate three separate independent Cases of tertiary first-year chemistry courses, including one university in the Philippines and two universities in Australia. Evaluation through surveys, focus groups, and individual interviews revealed students' perceptions of the usefulness of the UDL-based features. Students cited benefit from multiple forms of content delivery, animations, interactive simulations, and video recordings because they facilitated processing of information, provided alternative ways of presenting the information, allowed for varying methods for response, navigation, and flexibility, and allowed for self-evaluation of their progress. These results suggest that applying the principles of the UDL framework in instructional design of an online environment in first-year chemistry courses can support and further enhance students' learning irrespective of their individual contexts. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11