Year: 2021
Type: article
Abstract: In online environments, active learning techniques can facilitate varied ways that learners engage and enact skill development, understandings, and connections across concepts. The Universal Design for Learning (UDL) framework supports providing options and design flexibility. Using a multi-site, mixed method case study design, this exploratory study investigated how 23 instructional designers at three large, urban, US public higher education institutions view alignment between UDL and active learning approaches in online course design. Techniques, strategies, tools, enablers, and challenges of these practices are highlighted. Study data collected included survey responses and focus group sessions. Emergent themes of belongingness, social learning space, structuredness, and universality are discussed.
DOI: 10.59668/223.3748
Authors: Sandra Rogers, Susie Gronseth
Institutions: University of California, Berkeley, University of Houston
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W3158265706