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Universal Design for Learning in Teaching Large Lecture Classes
Abstract
To augment traditional lecture with instructional tools that provide options for content representation, learner engagement, and learning expression, we followed the Universal Design for Learning (UDL) principles to design and implement a learning environment for teaching and learning in large lecture classes. To this end, we incorporated four carefully selected instructional tools (PowerPoint, lecture notes, clickers, and MindTap) in the proposed UDL environment for an introductory marketing class of over 600 students. Self-reported and objective measures were collected to assess the effectiveness of the UDL environment by evaluating its impact on perceived learning, satisfaction with the instructional tools, and actual learning. Our study aims to provide educators with suggestions on how to meet the needs of a diverse group of students in large lecture classes without compromising the quality of teaching and learning.
... Large lecture format classes provide scheduling alternatives, maximize efficiency and faculty productivity while minimizing costs. In our review of the literature, a sampling of large lecture courses included an introductory Management Information Systems class enrolling approximately 150 students per section (Nelson & Hauck, 2008), a Biology course for non-majors enrolling 100-300 students per section (El-Rady, 2006), a large lecture basic communication course with 300-600 students per section (Denker, 2013), and a marketing class enrolling over 600 students (Dean et al., 2017). In this array of large enrolment courses, we identified issues crossing disciplinary boundaries, impacting pedagogical practice, and providing a rationale for clickers in a university-wide personal finance course. ...
... Students who are non-majors often lack the motivation to attend class sessions or ask questions (El-Rady, 2006;Nelson & Hauck). Dean et al. (2017) argued: "the feeling of anonymity creates impersonal, disengaged, unmotivated, and passive learning environments" (p. 6). Moreover, Denker (2013) identified an issue with these courses when faculty are physically and affectively distanced from students, while students take on the role of passive observer, thereby reducing attendance, limiting engagement, and effectively impeding the level of critical thinking. ...
... Large enrolment Personal Finance classes face issues with the physical and affective distancing from students (Denker, 2013), in addition to the potential for a sense of anonymity (Dean et al., 2017). These factors mean making connections necessary for what Rendón (2014) described as a "relationship-centered classroom based on caring, trust, support, and validation" (p. ...
This paper examines our approach to teaching a large-lecture personal finance course promoting students’ financial literacy. We identify the context of this course, including the rationale for large-enrolment courses and issues with the format in general, describing how using clickers and active learning strategies results in increased engagement, attendance, and critical thinking. Learning outcomes designed to support student formation of both internal and external views of finance are holistic and expansive, broader than measures of wealth accumulation alone. Moreover, a strategic initiative focused on career readiness aligns specific competencies with course content focused on developing transferrable skills through practical, real-world examples designed to engage problem-solving and critical thinking. This pragmatic and practical focus linked these transferable skills to a framework of learning grounded in the twin concepts of financial capability and competency. Additionally, we address how Covid-19 disrupted these courses, detailing adjustments necessitated by the new reality of social distancing while adjusting our approach to student participation as we met simultaneously in face-to-face and synchronous Zoom sessions. We concluded that additional considerations must include equitable access to resources based on our pandemic experience. Future research should examine these adjustments in light of developing culturally responsive methods to promote equitable learning.
... With the rising cases of COVID-19 following the lifting of lockdown, educational institutions are struggling with the dilemma of risking public health to reopen campuses for face-to-face learning or playing it safe with remote learning. This dilemma is particularly challenging for large classes (with over 200 students) where neither form of instruction is adequate to address the issue of disengagement in large size classes (Dean, Lee-Post, & Hapke, 2017). In this paper, we propose a learning innovation for large class sizes that helps address this dilemma by offering students the flexibility of learning anywhere anytime (i.e., the flexibility of asynchronous learning), while providing students with an interactive and engaging environment to learn (i.e., the engagement of synchronous learning). ...
... However, it is silent on how instructors can promote student engagement in hybrid settings. The problem is particularly serious for large class sizes in which instructors already struggle with devoting attention to individual students or engaging them in a meaningful discussion (Dean et al., 2017). This problem is only exacerbated in a hybrid setting, in which an instructor now must engage students in an equitable way via multiple learning modalities. ...
... Actual Learning was assessed following prior literature (e.g., Dean et al., 2017) by taking a total of exam scores. The instructor administered three exams in the semester (α = .78). ...
We propose a learning innovation called 3-in-1 Hybrid environment as a solution for educational institutions to meet the challenge of balancing campus reopening against public health risks amid the COVID-19 pandemic. Our proposed innovation provides students options to attend class synchronously (either face-to-face or remote) or asynchronously (online) in an interactive learning environment that promotes emotional, behavioral, and cognitive engagement. We designed and implemented a large Marketing Management class with over 800 students as a 3-in-1 course. We examined its effectiveness in an empirical study and found that (1) students have a positive attitude toward 3-in-1 Hybrid learning; (2) they show a high level of synchronous attendance and a low number of missed quizzes and homework; and (3) their quiz performance is a strong mediator on the relationship between synchronous attendance and actual learning. Our study provides empirical evidence to support the promises of the proposed 3-in-1 Hybrid environment to address logistical and pedagogical challenges of student engagement in large class learning.
... Sin embargo, estas políticas han sido incapaces de disminuir las desigualdades sociales y económicas, continuando con la promoción de un sistema educativo privatizante (Undurraga, 2015), que ha excluido desde la dictadura militar a profesores y estudiantes en la formulación de las políticas educativas (Inzunza et al., 2019). Por lo tanto, la expansión de la matrícula en la educación superior no solo significa un mayor número de estudiantes, sino también una población más heterogénea en cuanto a edades, intereses, origen cultural, experiencias de vida, habilidades y preferencias de aprendizajes (Dean et al., 2016), y que demanda de docentes y estudiantes críticos y propositivos para mejorar la calidad de la educación. ...
... Otro antecedente, es el planteado por Rao et al. (2014), quienes señalan que la implementación del DUA se considera novedoso. Esto por que, existen estudios que develan que su incorporación en la educación superior favorece la accesibilidad y el aprendizaje de todos los estudiantes (Dean et al., 2016;Diez y Sánchez, 2015;Rao y Tanners, 2011;Parker et al., 2008), y particularmente en la formación del profesorado (Moore et al., 2018). En la educación superior destacamos la investigación realizada por Parker et al. (2008), quienes constataron que la implementación del DUA, en un curso e-learning, favoreció la autonomía en el aprendizaje y facilitó un ambiente de respeto en el aula virtual. ...
... Además, la ruta clase a clase aporta tanto dentro como fuera de la clase, ya que es un recurso que los estudiantes utilizan antes de la clase, donde los anticipa y prepara para aprender y participar en la clase presencial. En este sentido, Dean et al. (2016), plantea que las herramientas de enseñanza que son accesibles dentro y fuera de la clase favorecen más el aprendizaje. ...
This research study aims to identify the most valued universal design for learning (UDL) strategies by students taking the course “access tools for learning language and mathematics I.” This study also aims to describe learning facilitators and obstacles in UDL implementation. The methodological design is action-research, using a rating scale and open-ended questions. The participants involved are 80 students. The results show that UDL implementation facilitated the students’ course content understanding, encouraged active participation, and served as an introduction to professional prospects. The learning facilitators highlighted by students include the learning strategies, the resources available, and the teachers’ personal and professional characteristics. The learning obstacles include class length and classroom size and acoustics. It is concluded that UDLs improve learning opportunities since they offer multiple strategies for professional skill development to all students.
... UDL facilitated a deeper understanding of the content by offering multiple forms of information representation. This approach allowed students to access materials that best suited their needs, using diverse formats such as videos, presentations, or well-organized and accessible materials (Davies, Schelly, and Spooner 2013;Dean, Lee-Post, and Hapke 2017;Reyes et al. 2022). ...
... Concerning the second research question, the evidence for the benefits of UDL for university students are multiple and varied (Davies, Schelly, and Spooner 2013;Dean, Lee-Post, and Hapke 2017;Espada-Chavarria et al. 2023;Reyes et al. 2022). The results of this review contradict Creaven's (2024) work, which claims that there is insufficient empirical evidence for the benefits of this approach. ...
This paper provides a systematic review of Universal Design for Learning (UDL) in the university context, focusing on two main themes: faculty training and the benefits of UDL for students. A total of 20 studies involving 5,656 participants (363 faculty members and 5,293 students) were identified, addressing how the implementation of UDL and its impact on students can be enhanced through appropriate faculty training. The findings suggest that specific training in UDL increases teaching competence and promotes inclusive and effective pedagogical practices. Additionally, the effectiveness of UDL in students’ academic experiences was analyzed, demonstrating that UDL-based pedagogical approaches improve learning, accessibility, and participation for all students, including those with disabilities. This study highlights the importance of integrating UDL into faculty training and its positive impact on the university learning environment.
... Literature on audience response systems has highlighted a number of positive outcomes from its use (Dean, Lee-Post, and Hapke 2017;Mantai and Huber 2021;Hunsu, Adesope, and Bayly 2021;Kay and LeSage 2009;Quinlan 2019;Shapiro et al. 2017). It is particularly useful for the implementation of many of the active-learning activities mentioned earlier, such as formative assessment and think-pair-share (Wood 2020). ...
... It is interesting that the main reasons given as to how this polling tool enhances the student experience of the Arts lecture relate to the social space within the lecture together and its capacity to break up the monotony of the lecture as a learning experience. Quinlan (2019), Dean, Lee-Post, and Hapke (2017), Mantai and Huber (2021) and Voelkel and Bennett (2014) all discuss this factor further. Only four students mentioned that Vevox improved their learning, while two added that it was helpful for understanding. ...
... Some support for the UDL approach exists in the small number of studies conducted at the postsecondary level (e.g., Almeqdad et al., 2023;Schreffler et al., 2019;Seok et al., 2018), particularly for fostering engagement, motivation, and belonging (e.g., T. Dean et al., 2017). However, we recognize that UDL has been critiqued in regard to the state of extant supporting evidence and the ongoing call for a unifying theory (e.g., Boysen, 2021;Murphy, 2021). ...
... qued in regard to the state of extant supporting evidence and the ongoing call for a unifying theory (e.g., Boysen, 2021;Murphy, 2021). The effectiveness of these programs can depend on instructor training, which many postsecondary instructors do not receive, especially when compared to specialized training for K-12 instructors (Craig et al., 2022;T. Dean et al., 2017;Lombardi et al., 2011;Seok et al., 2018). Our emphasis in aligning with this framework encourages educational access, well-being, and resilience for students across a diverse range of sensory profiles to help with retention (Hartley, 2010). ...
Greater attention to active and collaborative learning makes inclusion of all students worth examining in the changing higher education landscape. The overarching goal of the present study was to identify specific sensory stimulation patterns in the college classroom that may present obstacles for students with sensory processing challenges, particularly when students are faced with taxing sensory environments. We explored the links between sensory processing thresholds in a sample of college students enrolled in General Psychology courses and the number of reported classroom challenges related to their sensory thresholds and executive functioning. In classroom contexts, students who were very sensitive to environmental stimuli were most negatively influenced by participation in small group discussions, listening to side chatter in the classroom that distracted from the main discussion, and speaking in front of others when unprepared. This was also accompanied by decreases in attention and emotional regulation. In light of these findings, we recommend using principles of universal design to create a more inclusive and supportive atmosphere.
... Studies reported high student satisfaction with the implementation of UDL in higher. education (Ayala & Christie, 2011;Dean et al., 2017;Griful-Freixenet et al., 2017). When the satisfaction rates of students with disability and without disability were compared, both groups highly valued the UDL model (Ayala & Christie, 2011). ...
... Students preferred teacher-generated content that was tailored to the course content, as opposed to third party materials (Dean et al., 2017). They also valued digital technologies such as software that enabled them to post to online learning environments with text, audio, and video (Rao & Tanners, 2011). ...
Most universities have support centers for students with disabilities, and the number of this population of students continues to grow. Although support centers provide students with necessary supports to be successful at university studies, they require students to self-disclose, which many are not willing to do. Universal Design for Learning (UDL) is a framework that enables instructors to plan their courses in a way that makes the material accessible to all students from the outset, without the need for modifications and acccommodations. UDL has traditionally been employed in primary and secondary school, but there is a growing body of evidence to support its use in tertiary education. This paper provides a definition of UDL, theoretical underpinnings, evidence to support its use in tertiary education, and implications for practice.
... The UDL framework has been successfully incorporated into the curricula of various university programs (Al-Azawei et al., 2017;Dean et al., 2017;Nelson & Brennan, 2019). Studies have shown that UDL has positive effects on students' learning and their educational experience (Scanlon et al., 2018;Dalton et al., 2019). ...
... Selfdirected learning has been shown to promote academic motivation (Ryan & Deci, 2000). Dynan et al. (2008) proposed that not all undergraduate students are prepared for self-directed learning when compared to graduate entry students, emphasizing the need to robustly investigate whether the UDL framework would enhance motivation among undergraduate healthcare students studying anatomy in the same way it has enhanced learning for undergraduate students from other programs (Al-Azawei et al., 2017;Dean et al., 2017;Nelson & Brennan, 2019). ...
There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored.
... None of the six studies included basic experimental controls such as random assignment, comparison groups, or pre-post measurements. In addition, only one study included the type of direct measure of learning needed to support UDL's efficacy (Dean et al., 2017). Overall, the flaws in these studies' methods prevent conclusions about the effectiveness of UDL in a college setting. ...
... Multiple representations can include having course notes with text and visual representations (F. G. Smith, 2012) or by offering readings in formats such as digital and nondigital (Basham et al., 2010;Dean et al., 2017). Examples of offering multiple modes of action/expression include allowing students to choose if they respond to questions using words or symbols (Kumar & Wideman, 2014) and allowing students to complete major projects using paper or multimedia formats (Rao & Tanners, 2011). ...
Universal Design for Learning (UDL) is a major trend in education. The goal of UDL is to design educational experiences that allow all students to match their unique ways of learning to varied modes of engagement, information representation, and expression of learning. Although UDL originated from disability accommodations in K-12 settings, its proponents now claim that it can increase learning for all students in all settings. The strong claims made about UDL warrant critical analysis. UDL shares problematic similarities in theory, operationalization, and research with the discredited concept of learning styles. No strong research evidence exists that either approach increases learning. Research on both approaches is hampered by inadequate operationalization. Both learning styles and UDL emphasize diversity in learning over universal learning principles and hypothesize that matching instruction to students’ unique way of learning leads to increased learning. Justifications for both approaches rely on overgeneralizations of neuroscience research. Although UDL shows promise as an educational framework, its proponents need to learn from the flaws of learning styles and follow a more scientifically sound path forward.
... No segundo princípio considera-se que "os alunos diferem no modo como percebem e compreendem a informação que lhes é apresentada" (CAST, 2011: 5), e desta forma, conforme afirmam Dean et al. (2017) e Nunes e Madureira (2015), recorrer a diferentes formas de abordar o conteúdo e transmitir a informação. O terceiro princípio pressupõe que "os alunos diferem no modo como podem participar nas situações de aprendizagem e expressar o que sabem" (CAST, 2011: 5), e.g. ...
... Para Loch e Almeida (2006), os mapas devem ser apresentados aos usuários com deficiência visual como um conjunto harmonioso de símbolos e texturas e utilizando uma forma simplificada de representar essa informação. Estas questões de representação aliadas aos sistemas de produção destes mapas se tornam mais relevantes devido as melhorias das técnicas de produção, como a tendência emergente da Prototipagem Rápida, sobre os sistemas tradicionais como as técnicas de Microcapsulação e a Termoformagem (Dean et al., 2017). ...
Este trabajo tuvo como objetivo evaluar el uso de mapas temáticos táctiles con simbología pictórica, que se utilizarán en base al Diseño Universal para el Aprendizaje (DUA). Por lo tanto, es posible utilizar el material didáctico de todos los niños, promoviendo la inclusión de estudiantes con discapacidad visual en la experiencia social y la comunicación con visionarios. Para eso, se hicieron dos mapas con patrones de simbologías distintas: pictórica y abstracta. Los mapas se modelaron en software 3D y se imprimieron utilizando la tecnología Rapid Prototyping. Las pruebas de percepción de estas simbologías se realizaron con estudiantes con discapacidad visual y visual en una escuela en Curitiba, Paraná. A partir de los primeros resultados obtenidos en esta investigación, se sugiere que se indique que la simbología pictórica se utiliza para la representación de características puntuales en el mapeo táctil, ya que era más atractiva para todos los participantes y estimulaba a los estudiantes con discapacidad visual a interacción social y para usar más allá del tacto, lenguaje, que contiene los principios del diseño universal. Sin embargo, al igual que con el uso de símbolos pictóricos para los videntes, algunos símbolos son aprehendidos a medida que se observan y usan en la vida cotidiana, haciéndolos sujetos a la estandarización y al uso universal. El diseño de estos símbolos de la impresión 3D demostró ser efectivo porque permite el modelado de geometrías complejas, lo que permite la combinación de recursos visuales y táctiles para generar mapas desde la perspectiva del Diseño Universal, así como para producir materiales duraderos y fácilmente reproducibles.
... REVISTA MULTIDISCIPLINAR G-NER@NDO ISNN: 2806-5905los antecedentes y las experiencias (dentro y fuera del aula) moldean al educando(King-Sears et al., 2023). Los educadores incluso deben ser conscientes de hasta qué punto las experiencias de aprendizaje anteriores han sido significativas y están conectadas con sus vidas.Dean et al. (2017) demostraron que involucrar a los estudiantes tanto en clase como fuera de clase utilizando métodos de enseñanza accesibles tales como libros de texto electrónicos interactivos, tarjetas didácticas, cuestionarios de práctica, listas de actividades, videoconferencias, contenido personalizado del instructor, entre otros, tiene un impacto p ...
En la actualidad, ha sido un desafío implementar el Diseño Universal para el Aprendizaje (DUA) en Educación Superior ya que, desde el punto de vista organizativo, la universidad tiene múltiples niveles, es compleja y está anclada en la tradición y la jerarquía histórica; también es un entorno sindicalizado. Sin embargo, se ha demostrado que el DUA implica, en Educación Superior, la incorporación de una variedad de enfoques para involucrar a los estudiantes en un plan de estudios inclusivo que valore la diversidad. Objetivo: reflexionar sobre la trascendencia del DUA en la promoción de procesos inclusivos en Educación Superior. La investigación fue desarrollada desde el enfoque documental, logrando una revisión específica de distintas fuentes que permitieron identificar investigaciones relacionadas al DUA y a los procesos de inclusión en Educación Superior. Principal resultado: el DUA reconoce que todos los estudiantes en el nivel de educación superior también tienen diferentes estilos de aprendizaje, y que la inclusión requiere un diseño de los entornos de aprendizaje que sea flexible y adaptable a estas diferencias
... Finally, the study demonstrated that in addition to designing at the individual level, designs need to consider the group level to ensure different students are catered for. Innovating within the constraints of large class teaching is a challenge (Dean et al., 2017;Grohs et al., 2019). However, DBR approaches provide an opportunity to progressively develop large courses with the aim of moving away from transactional deliveries and incorporating a more active, collaborative and "high impact" learning practices (Wall, 2017) to better support students with the skills they need for the workplace. ...
Purpose
This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.
Design/methodology/approach
A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.
Findings
The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.
Practical implications
This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.
Originality/value
The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.
... These teaching strategies mimic those that have also been shown to support diverse learning needs in undergraduate-level studies. Dean et al. (2016) demonstrated how, given the opportunity to engage with a variety of instructional tools (PowerPoint, lecture notes, clickers, and textbooks in printed, electronic, or audio form through the program MindTap), students perceived each instructional tool as being effective in helping them learn. Similarly, Rao et al. (2015) suggested that undergraduate educators teaching online courses consider replacement of information provided from books with various other sources of information, providing audio versions of articles, creating narrated presentations, using web-based instructional modules, providing text transcripts for audio and video files, and closed-captioning for videos. ...
... Moreover, the study's findings have shown that when students are engaged both in-class and outside the class using interactive multimedia such as social media platforms accessible to them like WhatsApp, Telegram, and Jamboard used by the course instructor, it highly draws students into the course, impacting positively on their learning. This corroborates with the findings of Dean et al. (2017) that when students' engagement for courses extend beyond the classroom, especially for introductory university courses with large classes, it positively impacts on students' learning. Students were able to hone their inborn abilities through an exposure to their own learning styles and this bolstered their engagement levels. ...
This convergent parallel mixed methods study was aimed at addressing the lack of empirical studies in the implementation of Universal Design for Learning (UDL) as an inclusive pedagogy in the Ghanaian higher education context. The overarching objective was to find out whether UDL has the potential in improving the learning processes and learning outcomes of the diverse students reading a History of Global Art course. Quantitative and qualitative data sets were garnered from 122 conveniently sampled students using an adapted version of the Inclusive Teaching Strategies Inventory-Students (ITSI-S) survey instrument. The findings of the study revealed that the UDL principles of multiple means of representation, multiple means of engagement and multiple means of action and expression impacted positively on students’ learning processes and outcomes. UDL assisted greatly in the development of collaborative, problem-solving, good time management and critical thinking skills, while increasing learners’ level of motivation. The study contends that though the UDL as an inclusive pedagogical approach requires a lot of dedication on the part of the instructor as well as a great deal of time and material resources, the accrued benefits of its implementation on the students’ learning processes and learning outcomes are far-reaching.
... The three guiding principles of the UDL framework are multiple means of engagement, multiple means of representation and multiple means of action and expression, which are broken down into 31 checkpoints [30]. The framework is already in use in a variety of disciplines including marketing, family and consumer sciences and ecology and in numerous countries such as the USA, South Africa and Canada [32][33][34]. However, the formal utilisation of UDL in anatomy curricula has yet to be published [35]. ...
Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students’ motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students’ self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.
... Growing heterogeneity of the student population in higher education has brought increased focus to the diversity of students' backgrounds, circumstances and experiences and their related learning requirements (Padden et al., 2017). In turn, it has highlighted the need for educators to respond to students' diverse learning needs and preferences Dean et al., 2017;Lohmann et al., 2018). Universal Design for Learning (UDL) originated from the concept of universal design where the focus was on physical access to educational opportunities for learners (Fovet, 2021). ...
This paper documents the process and outcomes of redesigning an online research methods module for taught postgraduate students using Universal Design for Learning (UDL). It also explores the effectiveness of UDL-informed design and practice to support the development of social, cognitive and teacher presence as defined under the Community of Inquiry (CoI) framework. The paper is based on findings from an online survey with students taking a research methods module as part of their Master of Arts (MA) programme. The findings point to a number of UDL-informed structures and practices that supported students’ engagement on the module. These include (a) accessibility of the online learning resources (b) weekly structure and signposting (c) online peer connection and collaboration and (d) lecturer communication. It was also established that UDL, as applied in the redesign of this module, supported the development of cognitive, teaching and social presence. The conclusion of this paper is that UDL-informed design and practice has the potential to influence online learning in multiple and interdependent ways; in its own right and through its application in developing cognitive, social and teaching presence. The findings highlight the benefits of adopting UDL for wider application, particularly in the context of growing diversity in student populations in higher education.
... They can modify their teaching styles so that all students can have not only an equal opportunity to learn, but equitable outcomes in attending the class in achieving their goals. 55,73 Furthermore, by acknowledging autistic students' strengths, using autistic authors and community members in their teaching and research, and challenging ableism in the classroom setting, instructors and faculty can be part of the needed shifts in working towards individual autistic students and autistic community flourishing. ...
As the fastest growing cohort of disabled student populations, autistic students are often let down by inherently ableist institutions of higher education (HE).1 Traditionally institutions of HE have sought to support autistic students though an individualized approach, placing the responsibility on the autistic student to seek out and advocate for academic and non-academic support. However, there remains opportunities for the broader community to foster autistic individual and community wellbeing. This conceptual analysis evaluates the current environment and approaches in HE for supporting autistic academic success and wellbeing, and describes a community framework based on a collective, combined effort that invites individual autistic students and autistic community flourishing. It contributes an alternative approach to supporting autistic students, making autistic individual and community wellbeing the responsibility of peers, support staff, instructors and faculty, and the institution, identifying a need to restructure institutions into ones that work to promote autistic culture and provide autonomous supports and accommodations.
... UDL has been used to promote the importance of physical access and academic and social inclusion within fieldwork design and effective deployment of technologies Carabajal & Atchison, 2020). The literature suggests that UDL can serve as a useful framework to evaluate the inclusivity of curriculum materials (Scanlon et al. 2018), to clarify course content and accessibility for all students (Dean et al. 2017), and support effective implementation of assistive technologies (Wilkens et al, 2021). ...
This detailed report is the result of an extensive systematic review of the literature across the globe on the state of disability inclusion for students within higher education. It draws on over 11,000 articles, analysis of instiutional data sets and stakeholder interviews. Further information can be found on inclusivehe.org
... UDL can minimize barriers in the curriculum and maximize students' access to instruction. Further, UDL capitalizes on technology, including the integration of multimedia podcasts in secondary social studies , the use of text-to-speech and graphics for elementary and middle school literacy comprehension (Daley et al., 2020;Dalton et al., 2011), and the implementation of assorted technologies (e.g., clickers; MindTap) in post-secondary settings (Dean et al., 2017). Also evident in these exemplars is variability of content skills, ages, and learner characteristics, including learners with disabilities or multilingual learners. ...
This meta-analysis examined learners' academic achievement in Universal Design for Learning (UDL) environments compared to business-as-usual conditions. Twenty studies, consisting of 50 individual effects, met the eligibility criteria, focusing uniquely on participants' learning and treatment/control designs. Academic achievement was analyzed for pre-kindergarten to adult participants. Results yielded a moderate positive combined effect for learners receiving UDL treatments (g = 0.43), indicating moderate efficacy of the UDL-based instruction. Five significant moderators were identified. In addition, the UDL Reporting Criteria were employed to assess whether studies included information regarding UDL-based design components. UDL's emergence as a research-based practice for diverse learners is discussed.
... Research has shown that perceived and actual learning are independent constructs representing affective and cognitive learning outcomes respectively ( Dean et al., 2017;Bacon, 2011;Clarke & Nelson, 2012;Sitzmann et al., 2010). Perceived learning reflects student feelings about a course rather than their actual acquired knowledge (Sitzmann et al., 2010). ...
Consumers' psychological perceptions and reactions to marketing management strategies are important factors for the success of any organization. Optimistic sales predictions based on quantifiable production-side factors such as changes in promotion, product, price, and distribution may fail miserably if consumers do not see value in such “objective” changes. Despite the inseparability of organizations' marketing management activities and consumers' perceptions of these offerings, there is a lack of simple learning activities to cover this topic. Application of the elasticity concept across marketing mix elements (4P's: promotion, product, price, place/distribution) was determined to be an effective way to demonstrate the inseparability between production and consumer perspectives in marketing.
... However, there was no guidance on how instructors can promote student engagement in hybrid settings. The problem in practice is particularly serious for large class sizes where the instructors are already struggling with devoting attention to individual students in need or engaging them in a meaningful discussion (Dean et al., 2016). This problem is especially exacerbated in a hybrid setting, where the instructor needs to engage students in an unbiased way via multiple learning modalities. ...
The COVID-19 pandemic brought about an opportunity for higher education institutions (HEI) to explore modes of education delivery other than face-to-face (F2F) and remote learning via fully online mode. The HEIs faced challenges for “business to resume as usual” when not all students were able to return to campus due to being held back in their home state or countries due to different stages of lockdown at their locations. At Taylor's, a hybrid learning mode was thought of to be the solution that can cater both to students who are on-campus and those who are off-campus. A pilot project based on a very practical-oriented classroom from the School of Food Studies and Gastronomy (SFSG) and Taylor's Culinary Institute (TCI) was kick-started to ensure a seamless learning experience for the students. The “pandemic pedagogy” based on real-life needs can be an opportunity to scale up learning for borderless learning in the future. This study reports on the initial development process and challenges and the findings from the pilot studies using a design-based research (DBR) approach.
... Faced with these challenges gradually identified, improving training systems and education conditions has become a pressing concern. As a result, it becomes critical to understand how faculty can effectively meet the needs of a large and diverse student population without compromising the quality of teaching and student learning [4]. In Morocco, the quality of education is considered as the second dimension of the performance framework [5]. ...
p> Currently, the quality of student learning i.e. in-depth learning is essential in any planned reform. The massification phenomenon is one of the challenges facing this quality. This study explored the student characteristics influencing the learning process in an open access faculty, namely, the Dhar El Mahraz Faculty of Science in Fez, Morocco. Semi-structured interviews were conducted on 15 freshmen who enrolled in Earth and Universe Sciences and Life Sciences (EUS/LIS) program and presented a dominance of a surface learning approach. The main factors encouraging surface learning emerged were the learning habits and strategies, language competencies, motivational aspects and gender. The findings serve as an input for the design and implementation of actions to enhance deep learning. </p
... New Instructional Technologies. Increasingly, textbook publishers and other vendors are providing online, computerbased tools such as MindTap from Cengage Learning (Dean et al., 2017) and LearnSmart from McGraw-Hill designed to enhance learning. However, research is quite limited on the effectiveness of these tools. ...
After decades of research in marketing and management education (MME), what do we now know about what educational practices work best? We answer this question with a qualitative systematic literature review of every contribution published in five marketing and management education journals from inception through May, 2020 that provides recommendations for evidence-based best pedagogical practice. Contributions were screened to identify empirical studies that employed measures of actual learning in an appropriate experimental design and reported analyses that met certain statistical standards. Of the 4,160 articles examined, 55 studies met our criteria. Based on the studies’ results, we developed a model for understanding the teaching methods that are most effective for achieving actual learning in MME. We provide evidence-based pedagogical recommendations for faculty and recommendations for additional research in key areas and for increasing the rigor of pedagogical research.
... This relates to the emotional aspect of learning and stresses the need to promote learners' involvement in heterogeneous classrooms with a wide range of learners, each of whom has a unique way to become more involved in class. For example, linking the learning material can be relevant to one learner but irrelevant to another (Dean, Lee-Post, & Hapke, 2017). This component also relates to aspects of emotional regulation in the learning process, and it acknowledges the fact that some learners may perceive a certain form of learning as threatening, while others might perceive it as interesting and challenging (Griful-Freixenet et al., 2017). ...
Due to Covid-19, the world has encountered new challenges regarding pedagogy, learning, assessment, and evaluation. In meeting these challenges, there have been rapid changes in learning, and the gap between pedagogy and evaluation has grown. The purpose of this paper is to develop a new evaluative model suitable for the technologically enhanced, multicultural environment of the 21st century. In this article, we develop a unique multidimensional model of Culturally Relevant Academic Evaluation (CRAE) that fills a gap in the scientific literature on evaluation in higher education. The model depicts evaluation as an integrated process of four dimensions: two of them based on the well-established dimensions of learning and curriculum, and two based on the novel dimensions of inclusive multiculturalism and technology. We consider evaluation in its broad context in higher education, and we analyze the interrelations between the four dimensions of the evaluation process, discussing their contribution to the enhancement of evaluation in higher education.
... Whereas researchers consistently report that students who are exposed to UDL feel greater academic confidence, show increased motivation to learn, and are more involved in their learning (Daley & Rose, 2018;Dean, Lee-Post, & Hapke, 2017;Ok, Rao, Bryant, & McDougall, 2017;Rappolt-Schlichtmann et al., 2013;Rose & Strangman, 2007;Smith & Lowrey, 2017), they are less certain about the impact of UDL for all students regarding academic performance (Ok et al., 2017). Despite this uncertainty, the UDL framework currently is utilized or recommended for use in multiple jurisdictions (e.g., Alberta Ministry of Education, 2015;British Columbia Ministry of Education, 2011;Ontario Human Rights Commission, 2018;Ontario Ministry of Education, 2005, 2013. ...
The mandate to provide inclusive education in Canadian schools means that speech-language pathologists need to be well-versed in frameworks, such as Universal Design for Learning, that support learning among students with diverse abilities. To be responsive, professional graduate programs need resources that support teaching speech-language pathology students about Universal Design for Learning. The purpose of this article was to demonstrate (a) how we applied an instructional design model and knowledge translation theory to develop educational resources about Universal Design for Learning for speech-language pathology graduate students and (b) how we assessed the feasibility
of these resources and students’ perceived and actual knowledge change about Universal Design for Learning. We created the educational resources using the first three phases of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model together with a knowledge translation theory, Diffusion of Innovations, and through engagement of experienced school speech-language pathologists. Next, we applied the last two phases of ADDIE by delivering our resources to 19 speech-language pathology students during an educational session. We assessed the feasibility of resources and students’ knowledge of Universal Design for Learning through pre–post web-based questionnaires. Preliminary findings indicated that students perceived the resources to be
practical and acceptable and there was improvement in students’ perceived knowledge of Universal Design for Learning. Resources should be implemented in a larger student cohort to reassess feasibility and knowledge change. We believe that this novel resource development methodology could serve useful to educators, researchers, and clinicians to develop high-quality, theory-informed educational resources.
... Large courses also reduce the frequency and quality of feedback and interaction between faculty and students [3,57,58]. However, recommendations and guidance have been published on how to engage students in large classrooms [59][60][61][62]. While various other course characteristics affect teaching practices, such as classroom space/design [63,64], access to technology [65], and student characteristics [66], course size may integrate multiple components of course constraints on teaching practices. ...
Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.
... New Instructional Technologies. Increasingly, textbook publishers and other vendors are providing online, computerbased tools such as MindTap from Cengage Learning (Dean et al., 2017) and LearnSmart from McGraw-Hill designed to enhance learning. However, research is quite limited on the effectiveness of these tools. ...
... In the discourse on the future of marketing education, scholars have highlighted that now more than ever before, educators will need to equip themselves with the right set of competencies in order to meet the ever-changing needs of students and other important stakeholders (Dean, Lee-Post, and Hapke 2017). In a provocative article entitled, How Can Marketing Academics Best Serve Marketing Practice?, Harrigan and Hulbert (2011) argue for a paradigm shift in the way marketing is taught at universities. ...
Pedagogical competence is a nascent concept in higher education literature, and, in the field of marketing education, it is underutilised and remains imprecise hitherto. In South Africa, this problem is further intensified as there is a paucity of published research. This study sought to explore the pedagogical competencies of marketing educators at South African higher education institutions. Underpinned by an interpretivist paradigm, a qualitative research design was embraced. Using the purposive sampling technique, a sample of 16 experienced marketing educators participated in face-to-face semi-structured interviews. The interview data were transcribed and subsequently analysed by employing a thematic analysis. This study produced valuable insight into how South African marketing educators view pedagogical competence. Participants displayed a broad conception that challenged the conventional understanding of pedagogy, including relationship building and research competence. The findings make a significant contribution to our understanding of pedagogical competence and its composite dimensions.
... Massification of higher education worldwide has been identified as a problem in promoting quality education and student learning (Hornsby & Osman, 2014), and in challenging faculty to meet the needs of students from a diverse population (Dean, Lee-Post, & Hapke, 2017). In Taiwan, higher education has also witnessed a dramatic increase in the number of higher education institutions: from 60 in 1994 to 144 in 2017 (Ministry of Education, 2018). ...
Previous studies have indicated the challenges posed by large classes in promoting quality education and better student learning. This paper argues that empirically exploring other latent variables inherent in the pedagogical triangle of the teacher, the learner and the content hold a number of promises in elucidating the dynamics of large classes as an emerging phenomenon in global higher education. This study intends to examine how university lecturers’ teaching styles moderate the relationship between teaching job and student learning involvement in the context of large classes. A multi-aspect survey was conducted with 446 electrical engineering students from six public universities in Taiwan. The use of inferential statistics revealed marked differences in the lecturers’ teaching job involvement and teaching styles when grouped according to institutional types, positions at their respective universities, and years of service. Notably, among the various teaching styles, the expert-model and delegator teaching styles can significantly predict students’ learning involvement; the formal authority teaching style moderates the relationship between lecturers’ teaching job involvement and students’ learning involvement. General implications are drawn from these findings and are discussed as they apply to the teaching of large classes.
... Among the actual reasons are the unsatisfactory quality of the content of the educational material, a decrease in cognitive interest, research activity of students, a lack of communicative practice, the intensity of information interaction, etc. As T. Dean, A. Lee-Post, H. Hapke substantiate, it is the intensive communication between the participants in the educational process that qualitatively transforms e-learning [18]. The authors consider strategies and methods for enhancing information interaction between participants in the didactic process. ...
The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.
... This UDL approach for teaching large groups of diverse university students has been shown to impact positively on student learning. Dean et al. (2016) at the University of Kentucky used a combination of four tools (i.e. PowerPoint, lecture notes, clickers (hand-held interactive voting devices), and MindTap (an internet-based multimedia learning platform) to provide classes of over 600 marketing students with multiple means of content presentation, engagement, and learning expression. ...
This book is primarily written for those involved in teaching or supporting learning in Higher Education (HE). It is also written for those who influence what goes on in higher education, and we are hopeful that the book will encourage and promote an awareness of the distinctiveness and value of Active Learning approaches. Furthermore, we hope that others with an interest in active, collaborative learning will find something of value in these chapters.
... Some studies have demonstrated that computer presentations are more effective than chalk and talk methods (Dean et al. 2016;Jalali and Talebi 2014;Lowry 1999), whereas others have been unable to verify that superior learning outcomes are obtained through computer presentations (Bamne and Bamne 2016;Barlett and Strough 2003;Nouri and Shahid 2005;Pros et al. 2013;Sugahara and Boland 2006;Waheeda and Murthy 2015). To explore this inconsistency, researchers have used literature reviews and have performed meta-analyses. ...
While common, computer presentations given during classroom lectures do not always improve learning effects; thus, this study incorporated three elements into technology-assisted classroom lectures: emphasis, augmentation, and integration. These three elements cannot be implemented simultaneously when using PowerPoint (PPT) presentations during classroom lectures. Therefore, the virtual and physical integration of augmented reality (AR) was employed to establish an assisted course lecturing tool for implementing these three elements. Teachers can refer to important content from textbooks (emphasis) while lecturing, and students can then use an AR device to scan the content and to call out related supplementary materials (augmentation) in facilitating their learning. These scanning and calling out functions of AR enable teachers to integrate technology-assisted tools with textbooks to enhance the effectiveness of classroom lectures. The pre- and posttest quasi-experimental research design was used to determine differences in the learning outcomes of two groups of AR-assisted and PPT-based course lectures. The experimental results indicate that the AR-assisted lecture was significantly more effective than the PPT-based lecture, and a similar result was obtained from a delayed test. According to interviews held with students, during the AR-assisted lecture, the students tended to focus on only one teaching medium and on the textbook content. By contrast, students of the PPT-based lecture became distracted while focusing on two different media sources simultaneously, resulting in the textbook content often being neglected.
Este artigo apresenta uma pesquisa que objetivou conhecer o resultado alcançado em experiências de aplicação dos princípios do Desenho Universal para a Aprendizagem no Ensino Superior presencial. Para o alcance desse objetivo, desenvolveu-se uma pesquisa bibliográfica em artigos científicos publicados entre 2015 e 2019, nas línguas portuguesa, inglesa e espanhola, disponibilizados no Portal de Periódicos da Capes. Verificou-se que os autores dos artigos que atenderam aos critérios de inclusão do estudo relatam experiências exitosas na aplicação desses princípios. Pôde-se concluir que o Desenho Universal para a Aprendizagem, além de estar em consonância com o modelo social de deficiência, amplia as possibilidades de aprendizagem não apenas de pessoas com deficiência, mas também de todos os demais estudantes. Por outro lado, os resultados alcançados conduzem à reflexão de que, embora os benefícios da aplicação dos princípios do Desenho Universal para a Aprendizagem favoreçam a maioria, é preciso não se negarem as especificidades individuais que ocorrem na sala de aula, que também precisam ser contempladas no planejamento do ensino.
This chapter reports on the development of the Curriculum Inclusivity Assessment Toolkit (CIAT)—a research-based and consultancy-driven resource, using an interactive format to address intersectional issues of equality, diversity, inclusion, equity, and decolonisation, through self-evaluation and resources for action. Using evidence and current debate and with the kind assistance of a range of representatives from different communities and groups, the toolkit provides prompts, guidance, information, and links to resources for all aspects of inclusivity (or as many as possible). Using self-evaluation questions, educators can use the toolkit to engage in learning about EDI in higher education, and immediately apply that learning in the context of their own role, to benefit their colleagues and students. Specifically, this chapter discusses the creation of the toolkit, its piloting and implementation, and the preliminary findings and impact, with specific reference to the ways in which staff have used it as part of their lifelong learning.
International students face many challenges transitioning to post-graduate study in UK institutions. Students often need to adapt to a range of cultural practices and curricular norms, often without the differences between UK and their home countries being made explicit. Building on Vygotskian concepts of scaffolded learning and the importance that group interaction plays within learning, this research reports on an initiative to embed Universal Design for Learning (UDL) principles through group work to develop research skills within a research methods module on an international Masters in Education programme. This small-scale case study across two campuses, with 11 survey respondents and nine focus group participants, analyses questionnaires and focus group interviews and yields important theoretical insights into the interaction of UDL components. The three UDL principles of multiple choices of learning materials, learning activities, and expression of learning outcomes each impacted on the other. The study also provides significant findings about hybrid learning at a crucial point in its development post COVID-19. Technology played an enabling role as students used a range of modalities to negotiate social and cultural diversity. However, the study indicates that on campus learning time is indispensable for students to fully access the power of digital technology. This paper contributes to advancing the understandings of international education and its interactional challenges and opportunities.
Based upon systematic reviews of the use of universal design (UD) in higher education, the findings of the current review underscore the benefits of applying UD for all students in postsecondary education settings. Major findings include the following. The term universal design for learning is among the most frequently used in the literature to describe UD in education compared to other terms such as universal instructional design and universal design of instruction. Communities of learning (e.g., discussion or learning activity groups) and hands-on activities (e.g., modifications of individualized education plans and learning technology implementations) delivered as online or face-to-face (F2F) are among the two most common forms of learning activities used in the application of the UD principles. A relationship may exist between learners and delivery mode, in that traditional students may be more adept at taking F2F courses, whereas nontraditional learners may find online courses more attractive. Furthermore, technology may be independent of delivery mode, at least in the context of F2F and online. Finally, effect sizes were reported in only 4 of the 15 studies examined.
In this meta-analysis, learners’ achievement in Universal Design for Learning (UDL) environments versus comparison conditions was examined. A search of peer-reviewed and gray literature generated 20 eligible studies with 50 individual effects. Learners’ ages ranged from pre-kindergarten to adults, with achievement encompassing traditional academics to university course content. Results yielded a moderate positive combined effect for learners receiving UDL treatments (g = 0.43). UDL Reporting Criteria data were considered; subgroup and moderator analyses were performed. Two significant moderators were: ‘learner grouping arrangements’ and ‘type of publication.’ UDL’s emergence as a research-based practice for diverse learners is discussed.
The chapter's purpose was to explore the experiences of students with disabilities during the unplanned shift to remote learning during the COVID-19 pandemic. A description of the experiences during COVID-19 from the perspective of the institution, the faculty, and the students were presented. Two case studies were presented giving strategies that support learner engagement, lessons from COVID-19, and giving practices for universal design for learning. The literature and case studies support further needs of students with disabilities during online learning. These suggestions were applied by using inclusive teaching and universal design for learning as instructional strategies for the faculty to address the needs of students with special needs. There are a multitude of lessons learned that will further assist university professors in teaching which fosters greater learner engagement, proposes greater accessibility, and allows for greater inclusivity to all learners and various teaching contexts within the college setting.
This review presents the Universal Design Learning (UDL) approach to education. Classrooms have become increasingly diverse, with second language learners, students with disabilities, and students with differences in their perception and understanding information. Some students learn best through listening, while others learn best when presented with visual information. Given the increased number of new language learners across the world, the UDL approach allows successful learning for all students. UDL has allowed students to acquire information more effectively. UDL provides guidance to educators that is especially valuable for the diversity of classrooms and the diversity in modalities in learning
The development of pedagogy in Croatia in the period between the two world wars was strongly influenced by reformist trends. Cultural pedagogy, also called theoretical or philosophical pedagogy, explores pedagogy as a scientific discipline and fundamental teleological questions of pedagogy and education. It is based, on the one hand, on conceptual pluralism, individualism in education, and balanced approach to child’s personality needs and, on the other, on community expectations, increasing the appreciation of child’s personality. Cultural pedagogy contributed considerably to the establishment of academic autonomy of pedagogy and education, to the clarification of relationships between pedagogy and education, pedagogy and philosophy, psychology and culture in general, of relationships between culture and education, and personality and education, as well as to the problem of defining educational goals and a number of other essential pedagogical questions.
A productive development of pedagogy in Croatia was crudely interrupted after the Second World War. Within the new, socialist socio-political framework and under ideological control, pedagogy was forced to forget its heritage and break ties with international developments.
After independence and renewed pluralisation of society in the 1990s what predominates is an eclectic selection of various pedagogic research from among international resources, without critical questioning of their theoretical and methodological grounds, without exploration of the meaning and purposefulness of pedagogy and education.
The following paper analyses circumstances and consequences of the disappearance of pedagogic teleology, which has reduced pedagogy in Croatia to studying educational methods.
The number of students with disabilities in higher education has grown significantly. Although society and higher education have become increasingly diverse, discussions and efforts related to diversity, equity, and inclusion on college campuses frequently exclude disability, and research on the topic is narrowly focused. In this paper, we seek to reconceptualize the understanding of diversity as a way to promote a more inclusive environment where students with disabilities feel welcomed and engaged. Current attitudes are shaped by legislative history and models of disability, so we review the background of both aspects. With better awareness, higher education, including accounting programs, can break down barriers and model social justice. Responsibilities fall on faculty, student peers, and administration, including disability services, to foster these changes. Regarding accounting education, universal design for learning (UDL) and associated learning theories offer many promising avenues to create active and inclusive learning environments for all students.
In recent years, applying the concepts of Universal Design to higher education has garnered increasing attention from scholars. In an educational environment, Universal Design principles seek to make education as usable and accessible as possible across a wide range of students. Library instruction is one venue that would benefit from applying Universal Design, but many academic librarians teach under a one-shot instruction mode, which limits their ability to incorporate many of the strategies described in the existing literature. The purpose of this article is to identify Universal Design strategies that suit one-shot instruction, thus lowering the barrier for librarians who wish to learn about and incorporate Universal Design in their instruction.
This study examined students’ learning adjustments in an introductory statistics class in response to the unexpected challenge presented by the COVID-19 pandemic. Results show significant correlations in grades, page views, and on-time assignment submissions (OTAS) suggesting that the in-person and online learning modalities were comparable. The distributions of student learning activities were narrowly clustered around the means with smaller standard deviations recorded during the online sessions. Grades were positively correlated with OTAS for the in-person classes. For online classes using synchronous screen sharing, grades were positively associated with attendance; however, they were negatively influenced by the numbers of page views in the learning management system. The relations between attendance and achievement might be influenced by the complexity of content material. Students benefited more from attending classes in technical topics such as inferential statistics compared to descriptive statistics. It appears that participating in synchronous classes was a more effective means of learning inferential statistics than merely reviewing the instructor’s notes. In contrast, no correlation between grades and attendance was observed for in-person learning sessions covering descriptive statistics. There were no differences in learning adjustments between male and female students and both showed substantial resilience in adapting to the changes. Students unanimously looked forward to returning to campus. This study suggests it is the students’ individual learning approaches and behaviors that have a greater impact on their learning outcomes than the modality in which they are taught. Course designs and assignment formats might be factors that influenced students’ attendance and OTAS.
The number of students with disability enrolled in tertiary education has increased significantly in the last decade. This has prompted a move to make learning and teaching more accessible to all students. Universal Design for Learning, or UDL, can be used as a framework to guide tertiary educators in the planning and delivery of their courses. The effective implementation of UDL allows all students to access course materials, removing the need for some of them to actively seek support and disclose their disabilities. A rapid review was conducted to locate both theory and evidence to support the use of UDL at the tertiary level, as well as to seek guidance for its effective implementation. A total of 52 articles were included in the study and annotation was used for data extraction. Results indicated that UDL is well supported by theory, and studies revealed high satisfaction rates for UDL for both students and instructors. Implications for practice are suggested. As the current study was conducted at a university in Australia, the current research (which is largely from the United States) has been examined with the Australian university context in mind.
After decades of research in marketing and management education, what do we now know about what educational practices work best for improving actual learning? We answer this question with a qualitative systematic literature review of every contribution published in five marketing and management education journals from inception through May 2020 that provides recommendations for evidence-based best pedagogical practice. Contributions were screened to identify empirical studies that employed measures of actual learning in an appropriate experimental design and reported analyses that met certain statistical standards. Of the 4,160 articles examined, 55 studies met our criteria. Based on the studies’ results, we developed a model for understanding the teaching methods that are most effective for achieving actual learning in marketing and management education. We provide evidence-based pedagogical recommendations for faculty and recommendations for additional research in key areas and for increasing the rigor of pedagogical research.
El tema central del artículo se relaciona con una práctica innovadora en la formación de futuros profesores de Educación Especial, donde se utiliza el Diseño Universal para el Aprendizaje (DUA) como estrategia en la enseñanza de la matemática dentro del curso herramientas de acceso para el aprendizaje de las matemáticas I. Cabe destacar que la implementación del DUA constituye una estrategia para favorecer el aprendizaje de todos los estudiantes y una oportunidad para modelar estrategias de enseñanza diversificadas. El objetivo del trabajo es dar a conocer la implementación del DUA. En este contexto, se analizaron las prácticas de las profesoras del curso y las percepciones de las estudiantes, identificándose una metodología de enseñanza tradicional centrada en el profesor, y percepciones negativas de los estudiantes hacia la matemática; luego se seleccionaron e implementaron diferentes estrategias de enseñanza basadas en los tres principios del DUA, sus pautas y puntos de verificación. Finalmente, se puede concluir que la implementación de las estrategias ha permitido una mayor implicancia en el aprendizaje y acercar a los estudiantes a su futuro profesional, aspecto clave en la política educativa de Chile que demanda a las escuelas incorporar el DUA.
Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.
Based upon systematic reviews of the use of universal design (UD) in higher education, the findings of the current review underscore the benefits of applying UD for all students in postsecondary education settings. Major findings include the following. The term universal design for learning is among the most frequently used in the literature to describe UD in education compared to other terms such as universal instructional design and universal design of instruction. Communities of learning (e.g., discussion or learning activity groups) and hands-on activities (e.g., modifications of individualized education plans and learning technology implementations) delivered as online or face-to-face (F2F) are among the two most common forms of learning activities used in the application of the UD principles. A relationship may exist between learners and delivery mode, in that traditional students may be more adept at taking F2F courses, whereas nontraditional learners may find online courses more attractive. Furthermore, technology may be independent of delivery mode, at least in the context of F2F and online. Finally, effect sizes were reported in only 4 of the 15 studies examined.
Larger classes are often associated with lower student achievement. The author tested the hypothesis that the introduction of personal response systems significantly improves scores in a 250-seat classroom, through the channels of improved attendance and engagement. She focused on how continuous participation with the technology could change learning results. The author found that overall attendance rose when the response system was introduced. Regression results show student exam performance during the semester with technology was improved significantly by I-Clicker points per session rather than attendance, while the reverse holds true regarding unannounced quizzes.
While technology - in the form of laptops and cellphones - may be the cause of much of the distraction in university and college classrooms, some, including the personal or classroom response system (PRS/CRS) or clicker, also present pedagogical opportunities to enhance student engagement. The current study explored the reactions of students to clicker implementation in a large, introductory chemistry class. During the final class of the semester, 200 students in an introductory chemistry class responded to an attitudinal and informational student survey using both Likert-type and non-Likert type questions to evaluate their perception of the implementation of the clickers and their impact on student learning and engagement. The results demonstrated that, when implemented effectively, clickers contribute to greater student engagement and, ultimately, an opportunity for professors to enact best practices in higher education pedagogy. This study points to the importance of effective pedagogy in making clickers worthwhile.
The effects of training in Universal Design for Learning (UDL) on lesson plan development of special and general educators in a college classroom environment were investigated. A true experimental group design with a control group was used for this study. A one-hour teacher training session introduced UDL to the experimental group; the control group received the intervention later. A three-factor analysis of variance with repeated measures was completed for each of the dependent variables (i.e., UDL lesson plan). Differences were found between pretest and posttest measures for both treatment groups for special education and general education teachers. The results suggest that a simple introduction to UDL can help teachers to design a lesson plan accessible for all students.
The incorporation of personal response system (PRS) clickers into teaching pedagogy has created implications for teaching practice and student satisfaction. Using a current undergraduate business student population, the authors measure student attitudes and preferences and identify student performance outcomes relating to the use of PRS clickers. Study results validate the broad applicability of this technology by showing positive student attitudes, learning experiences, and the mitigation of barriers toward acceptance of this technology. Importantly, measures of student performance correlate to self-reported learning outcomes realized through using PRS clickers. The study also finds evidence that PRS clickers benefit those students who are frequently disadvantaged in the classroom. Specifically, students with a low need for cognition or facing cultural barriers are shown to have a better learning experience when using clicker technology. The article concludes with recommendations on applying PRS clicker technology to teaching practice and identifies areas for future investigation.
There has been an explosion of classroom technologies, yet there is a lack of research investigating the connection between classroom technology and student learning. This research project explores faculty usage of classroom-based course management software, student usage and opinions of these software tools, and an exploration of whether or not the use of classroom-based course management software enhances student perceptions of learning based on the Seven Principles of Good Practice in Undergraduate Education. The authors find that although students enjoy using many of the course management tools, they do not see the tools as highly effective at enhancing the learning experience. When designing courses and considering if or how to use course management tools, it is critical for faculty to consider the connection between the Seven Principles for Good Practice in Undergraduate Education and the specific technology tools. Implications of the research findings and suggestions for improved use of classroom management software tools are provided.
Universal Design for Instruction (UDI) in postsecondary education is a relatively new concept/framework that has generated significant support. The purpose of this literature review was to examine existing empirical research, including qualitative, quantitative, and mixed methods, on the use of UDI (and related terms) in postsecondary education. The criteria used to select articles included in this review were: (a) empirical studies in peer-reviewed journals, (b) articles published in 2000 or after, and (c) articles on the use of UDI, Universal Design for Learning (UDL), Universal Instructional Design (UID), and Universal Design (UD) in postsecondary education settings. Eight articles met the search criteria. This limited number of empirically based articles led to the conclusion that more research needs to be conducted on the use of UDI in postsecondary education. The primary recommendation for future research is to operationalize the principles of UDI and investigate its impact on the outcomes of postsecondary education students with and without disabilities. (Contains 2 tables.)
The rapid growth in the student population observed in higher education over the past 10–15 years in some countries has coincided with an increased recognition of student engagement and its value in developing knowledge. Active learning approaches have the potential to promote student engagement with lectures, but this becomes more challenging as class sizes increase. This study investigates student engagement from the teachers’ perspective, to identify current practices in teaching, learning and assessment designed to promote student engagement in courses with more than 1000 students enrolled at the University of Auckland, New Zealand. The study is based on semi‐structured interviews with six course coordinators. The results demonstrate that teaching techniques commonly associated with small‐class teaching can be used to engage students in very large classes. The effectiveness of these approaches from the students’ perspectives warrants further investigation.
Student response systems (aka “clickers”) are being increasingly employed in large-size collegiate classes with the hoped for outcome that students will attend these classes, pay attention, and be actively engaged in the class. However, the ability of clickers to deliver these desirable outcomes is mostly a function of how clickers are used, not whether or not they are used. This article reports on how clickers were used in a large-size Principles of Marketing class and student feedback on their use. The author uses this experience, student feedback, and related literature to make recommendations on how to effectively teach with clickers.
This study explores the impact of student response systems (SRS) on student performance. The primary goal of these systems is to improve student academic achievement through the use of computerized technology in the classroom. Previous studies have provided some support for the positive impact of an SRS on learning outcomes (particularly exam scores and course grades). This research effort, comparing standardized test performance of students using an SRS with the performance of students in a more traditional learning environment, further extends the emerging stream of SRS-performance research. The study results suggest that use of an SRS in the classroom improves learning outcomes.
The concept of 'universal design for learning' is relatively new in education although it has mature roots in other fields. The application of universal design to education has the same general purpose as in other fields: to create environments that are designed, from the outset, to be open and accessible to all. However, the additional demands of learning environments require the compilation of evidence-based guidelines that are focused on teaching and learning rather than information. In this article those guidelines are summarized along with the current status of their research and application.
Universal design for learning (UDL) has gained considerable attention in the field of special education, acclaimed for its promise to promote inclusion by supporting access to the general curriculum. In addition to UDL, there are two other universal design (UD) educational models referenced in the literature, universal design of instruction (UDI) and universal instructional design (UID). This descriptive review of 13 research studies conducted in pre-K-12 and post-secondary settings examined how researchers are applying and evaluating UD in educational settings. Results of the review illustrated that studies use a range of research designs to examine student outcomes and participant perceptions of UD-based curriculum and instruction. Researchers report on their application of UD principles in varied ways, with no standard formats for describing how UD is used. Based on results of the review, we provide recommendations to help establish a meaningful research base on the validity of UD in education.
We conducted a meta-analysis to clarify the construct validity of self-assessments of knowledge in education and workplace training. Self-assessment's strongest correlations were with motivation and satisfaction, two affective evaluation outcomes. The relationship between self-assessment and cognitive learning was moderate. Even under conditions that optimized the self-assessment-cognitive learning relationship (e.g., when learners practiced self-assessing and received feedback on their self-assessments), the relationship was still weaker than the self-assessment-motivation relationship. We also examined how researchers interpreted self-assessed knowledge, and discovered that nearly a third of evaluation studies interpreted self-assessed knowledge data as evidence of cognitive learning. Based on these findings, we offer recommendations for evaluation practice that involve a more limited role for self-assessment.
A Student Response System (SRS), often referred to as a “clicker,” enables students to individually answer instructor questions on a real-time basis using individual mobile devices, and have the aggregate responses displayed as feedback to the class at the instructor’s discretion. A mobile device can be a proprietary, vendor-specific remote, or a multi-purpose item such as a smartphone or computer. While SRSs have been used in education for some time, we perceive the adoption rate in accounting classes as still being quite low. This paper is a “how to” and “why” guide for accounting faculty who are considering using SRSs, and for experienced users who seek to refine or expand their SRS use.We briefly review key features of current technology choices, noting the wide range of functions and technology types that can facilitate both casual experimentation and more demanding uses. We then review and synthesize the related experimental literature on SRSs, and find clear evidence of student satisfaction and engagement, but evidence for only small improvements in learning and antecedent behaviors. We use the existing research on SRSs, combined with our collective 18 years of experience with this technology to provide an educator’s “how to” for using an SRS in conjunction with teaching accounting. We cover such issues as how many questions to ask, when to ask them, how to grade them, sources of questions, and the issue of cheating. We conclude by suggesting opportunities for future research.
In this paper, we measure the impact of interactive technology on student satisfaction and find support for the hypothesis that students who find a class is more interesting because of the use of interactive technology will be more satisfied with the course. The results also support the hypothesis that if students like the course, they will be satisfied with it. However, we do not find significant links between student satisfaction and either (1) their belief that they retain more due to the use of interactive technology or (2) their enjoyment of the use of interactive technology in the course. Thus, while the use of interactive technology can increase course satisfaction by making the course more interesting, the fact that students like the technology itself does not affect course satisfaction.
The clicker technique is a newly developed system that uses frequent testing in the classroom to enhance students' understanding and provide feedback to students and teachers. Using a laboratory model of the clicker technique, Experiment 1 explored the effects of the clicker technique, via its potential for compressing learning time and its partially individualized instruction, on the acquisition, retention, and generalization of knowledge at immediate and delayed tests. Results supported the clicker technique as a viable method for instructors to promote generalizable learning and to conserve teaching time. Experiment 2 examined the clicker technique in terms of its components, studying and testing, to determine which components are crucial to its effectiveness. Results indicated that the combination of studying and testing promotes superior performance only during acquisition, relative to either studying or testing alone, and neither study, test, nor the combination of study and test led to a retention advantage. Copyright © 2012 John Wiley & Sons, Ltd.
Student–staff ratios (SSRs) in higher education have a significant impact on teaching and learning and critical financial implications for organisations. While SSRs are often used as a currency for quality both externally for political reasons and internally within universities for resource allocations, there is a considerable amount of ambiguity over the actual impact of SSRs and whether a low SSR is reflective of better education outcomes. To provide insight into the importance of SSRs, this article reviews the existing literature looking at both an Australian and international context. It explores the impact of SSRs from three perspectives: (1) learning outcomes; (2) staff workloads and wellbeing; and (3) organisation reputation and funding. This article concludes by proposing a range of recommendations to improve SSRs in the tertiary education sector.
Although the student evaluation of teaching has been extensively researched, no general consensus has been reached about the validity of the process. One contentious issue has been the relationship between the evaluations and learning. If good instruction increases the amount of learning that takes place, then learning and the evaluations should be validly related to each other. A review of the literature shows that attempts to find such a nomological relationship has been complicated by practice, methodology, and interpretation. A meta-analysis of the literature shows that a small average relationship exists between learning and the evaluations but that the association is situational and not applicable to all teachers, academic disciplines, or levels of instruction. It is concluded that the more objectively learning is measured, the less likely it is to be related to the evaluations.
Large universities are increasingly offering marketing courses in classes of 300 or more students. Without access to the usual verbal and nonverbal cues, instructors in these megaclasses are disadvantaged in terms of their ability to respond to learners’ needs. As a result, marketing instructors have supplemented course infrastructure with technology to encourage communication. In seeking to better understand such communication, this study positions netnography as a marketing research technique that provides incremental advantages over other pedagogical methods through its support and enhancement of student learning. The authors provide specific recommendations for the adoption of netnography to marketing educators teaching megaclasses.
The purpose of this article is to suggest ways to use interactive technology in the classroom and to examine the educational outcomes of doing so. This technology will be related to teaching marketing courses and the international marketing module within international business courses. It has been used in many diverse types of educational settings and could be integrated into any classroom in any discipline. The use of this technology and the study of its outcomes was conducted at an AACSB-accredited midwestern university with 177 business students, both graduate and undergraduate. The findings of this study indicate that use of this interactive technology in the classroom increases student participation, recall and understanding of the material, team-building skills, and enjoyment of the course and the learning process itself. Suggestions for other courses in the marketing curriculum in which this technology might be used effectively are offered.
Direct measures (tests) of the pedagogical effectiveness of team testing and indirect measures (student surveys) of pedagogical effectiveness of team testing were collected in several sections of an undergraduate marketing course with varying levels of the use of team testing. The results indicate that although students perceived team testing to have a substantial impact on their learning, this pedagogy in fact had no impact on direct measures of learning. In an additional analysis, the performance of the team on the group test was best predicted by the best individual performance on the team. Possible explanations and directions for future research are discussed.
Today’s college students, often referred to as the “digital generation,” use an impressive assortment of technological tools in a wide variety of ways. However, the findings reported here suggest that students prefer more traditional instructional technology for effective engagement and learning. Faculty members, however, prefer the use of course-learning technology offered by their universities or publishers. In addition to this potential mismatch between preferences of students and teachers, the research finds that there are vast differences in preferences and usage across disciplines, in particular, business and economics instructors and students having stronger technology preferences than instructors and students of the fine arts and life sciences.
This article focuses on the application of Universal Design for Learning from theory to practice from the college classroom to the practicum experiences of preservice teacher candidates. It combines description of two research projects that explored and documented how participants understand and use Universal Design for Learning in lesson planning. Universal Design for Learning holds promise in training early childhood teacher educators to work with diverse populations and to provide access to learning for all students, including children with special needs. In Study One, 36 teacher candidates used action research to implement a Universal Design for Learning strategy, collect and analyze data, and become researchers. In Study Two, five teacher candidates were introduced to the principles of Universal Design for Learning and designed lesson plans for their practica. These qualitative research studies explored and documented how teacher candidates understand, introduce, and integrate the principles and practices of Universal Design for Learning. An overview of principles and practices of Universal Design for Learning, its use in the college classroom, its application in lesson planning and teaching, and the use of action research to determine its impact on the learning of all students in public school classrooms are presented.
The past decade has seen a substantial increase in the enrolment figures of tertiary level colleges and universities in OECD countries and it is predicted that this increase will continue. One of the likely consequences of these increases is the maintenance and/or increase of class sizes in colleges and universities, especially at undergraduate level. It is clear from the research literature that large classes at tertiary level create particular problems for staff and students alike, many of which can contribute to less effective teaching and learning. Lecturing still remains the predominant teaching approach in the context of large group undergraduate teaching. However, there is evidence that other teaching approaches that focus on making large group teaching more active and student centered are also being used. More active teaching approaches may go some way towards addressing some of the problems that are being encountered in the context of large group teaching. Support for and training of college teachers and further research is needed in this context.
This chapter examines the validity of college student self-reported gains by exploring the correspondence between self-reported gains and longitudinally assessed gains for diverse groups of students.
What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002–2003 academic year, and we use the number of surveys participated in to understand how student characteristics such as demographics, engagement and Holland personality type affect cooperation. We find that survey respondents are more likely to be female and socially engaged, less likely to be on financial aid, more likely to be an investigative personality type and less likely to be an enterprising personality type.
We model how class size affects the grade higher education students earn and we test the model using an ordinal logit with and without fixed effects on over 760,000 undergraduate observations from a northeastern public university. We find that class size negatively affects grades for a variety of specifications and subsets of the data, as well as for the whole data set from this school. The specifications tested hold constant for academic department, peer effects (relative ability in class), student ability, level of student, level of course, gender, minority status, and other factors. Average grade point declines as class size increases, precipitously up to class sizes of twenty, and more gradually but monotonically through larger class sizes. The evidence is that this is not exclusively a small class effect. We conclude that there are diseconomies of scale associated with a deterioration of student outcomes as class sizes grow larger. The cost of this deterioration is not quantifiable with our data, as much of the costs are non-market costs and unobservable. Future studies of economies of scale in higher education need to address the traditional assumption of constant product quality.
Numerous studies have investigated the impact of class size on student outcomes. This analysis contributes to this discussion by examining the impact of class size on student outcomes in higher education. Additionally, this paper investigates the importance of student load (total number of students taught across all courses) in educational outcomes. We find that both class size and student load negatively impact student assessments of courses and instructors. Large classes and heavy student loads appear to prompt faculty to alter their courses in ways deleterious to students.
Classroom education has public good aspects. The technology is such that when one student disrupts the class, learning is reduced for all other students. A disruption model of educational production is presented. It is shown that optimal class size is larger for better-behaved students, which helps explain why it is difficult to find class size effects in the data. Additionally, the role of discipline is analyzed and applied to differences in performance of Catholic and public schools. An empirical framework is discussed where the importance of sorting students, teacher quality, and other factors can be assessed. © 2001 the President and Fellows of Harvard College and the Massachusetts Institute of Technology
Teaching in today’s inclusive classroom: A universal design for learning approach
- R M Gargiulo
- D Metcalf
Using social networks and Internet based audience response systems in the classroom
- R Solano
- S Mondal
Connecting with the millennials: A visa study
- M Brown
Millennials in adulthood: Detached from institutions, networked with friends. Retrieved from http
- Research Pew
- Center