UDL in Online College Coursework: Insights of Infusion and Educator Preparedness

LaRon Scott, Peter Temple, David Marshall

Abstract


Teacher education programs are increasing the use of online courses to train and prepare teachers. The Universal Design for Learning (UDL) framework is one strategy used to effectively train and prepare special education teachers in the online learning environment. The purpose of this study was to examine participants’ perception of UDL in online graduate-level courses and their preparation after completing the online courses using UDL. Mean ratings are reported for course alignment with UDL principles as are teacher preparation ratings. Participants reported that they perceived the online courses to be aligned with the UDL principles and that their learning and preparation was positively impacted. The results contribute to the application of these findings to online coursework and teacher preparation. Limitations and implications are discussed.

Keywords


Special education teacher preparation, online learning, UDL in online courses

Full Text:

PDF

References


Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: the quality and extent of online education in the United States, 2002 and 2003. Needham, MA: The Sloan Consortium.

Allen, I. E., & Seaman, J. (2011). Going the distance: online education in the United States, 2011. Babson Park, MA: Babson Survey Research Group.

Allen, I. E., & Seaman, J. (2014). Grade change: tracking online education in the United States, 2013. Babson Park, MA: Babson Survey Research Group and Quahog Research Group.

Andresen, B. B. (2002). Design of teacher e-learning. In D. Passey & M. Kendall (Eds.), TelE-Learning: the challenge for the third millennium (pp. 3-10) New York: Springer Science+Business Media.

Arbaugh, J. B. (2013). Does academic discipline moderate CoI-course outcomes relationships in online MBA courses? The Internet and Higher Education, 17, 16-28.

Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: the lived experience of community college students enrolled in high-risk online courses. Community College Review, 36(3), 219—238.

Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874-884.

Carducci, B. J. (2009). The psychology of personality: viewpoints, research, and applications. Malden, MA: Wiley-Blackwell.

CAST, (2008). Universal Design for Learning guidelines version 1.0. Wakefield, MA: Author

CAST (2011). Universal Design for Learning guidelines version 2.0. Wakefield, MA: Author.

Clay, C. (2012).Great webinars: create interactive learning that is captivating, informative, and fun. San Francisco: John Wiley & Sons.

Columbaro, C. H., & Monaghan, N. L. (2009). Employer perceptions of online degrees: a literature review. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/columbaro121.html

Cox, R. (2005). Online education as institutional myth: rituals and realities at community colleges. The Teachers College Record, 107(8), 1754-1787.

Duncan, K., Kenworthy, A., & McNamara, R. (2012). The effect of synchronous and participation on students' performance in online accounting courses. Accounting Education, 21(4), 431-449.

Edyburn, D. (2009). RTI and UDL interventions. Journal of Special Education Technology, 24(2), 46-47.

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

Embry, P. B., Parker, D. R., McGuire, J. M., & Scott, S. S. (2005). Postsecondary disability service providers' perceptions about implementing Universal Design for Instruction (UDI). Journal of Postsecondary Education and Disability, 18(1), 34-48.

Engleman, M., & Schmidt, M. (2007). Testing an experimental universally designed learning unit in a graduate level online teacher education course. Journal of Online Learning and Teaching, 3(2), 112-132.

Gargiulo, R., & Kilgo, J. (2013). An introduction to young children with special needs: birth through age eight. Belmont, CA: Cengage Learning.

Grabinger, R. S., Aplin, C., & Ponnappa-Brenner, G. (2008). Supporting learners with cognitive impairments in online environments. TechTrends, 52(1), 63-69.

Gradel, K., & Edson, A. J. (2009). Putting universal design for learning on the higher ed agenda. Journal of Educational Technology Systems, 38(2), 111-121.

He, W. (2013). Examining students’ online interaction in a live video streaming environment using data mining and text mining. Computers in Human Behavior, 29(1), 90-102.

Herman, T., & Banister, S. (2007). Face-to-face versus online coursework: a comparison of learning outcomes and costs. Contemporary Issues in Technology and Teacher Education, 7(4), 318-326.

Hutchison, L. F. (2012). Addressing the STEM teacher shortage in American schools: ways to recruit and retain effective STEM teachers. Action in Teacher Education, 34, 541-550. http://dx.doi.org/10.1080/01626620.2012.729483

Izzo, M. V., Murray, A., & Novak, J. (2008). The faculty perspective on Universal Design for Learning. Journal of Postsecondary Education and Disability, 21(2), 60-72.

Jackson S.L. (2009). Research methods and statistics: a critical thinking approach (3rd ed.). Belmont, CA: Wadsworth.

Jiménez, T. C., Graf, V. L., & Rose, E. (2007). Gaining access to general education: the promise of Universal Design for Learning. Issues in Teacher Education, 16(2), 41-54.

Kennedy, B. H. (2013). A qualitative case study of the bilingual teacher shortage in one Texas school district (Doctoral dissertation). Available from ProQuest. (UMI No. 3606445)

Knapp, L., Kelly-Reid, J., & Ginder, S. (2010). Enrollment in postsecondary institutions, fall 2008; graduation rates, 2002 & 2005 cohorts; and financial statistics, fiscal year 2008 (NCES 2010-152). Washington, DC: National Center for Education Statistics.

Lee, C. Y., Dickerson, J., & Winslow, J. (2012). An analysis of organizational approaches to online course structures. Online Journal of Distance Learning Administration, 15(1).

Mangiatordi, A., & Serenelli, F. (2013). Universal Design for Learning: a meta-analytic review of 80 abstracts from peer reviewed journals. REM, 5(1), 109-118.

Mcguire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal design and its applications in educational environments. Remedial and special education, 27(3), 166-175.

Mebane, M., Porcelli, R., Iannone, A., Attanasio, C., & Francescato, D. (2008). Evaluation of the efficacy of affective education online training in promoting academic and professional learning and social capital. International Journal of Human—Computer Interaction, 24(1), 68-86.

Meo, G. (2008). Curriculum planning for all learners: applying Universal Design for Learning (UDL) to a high school reading comprehension program. Preventing School Failure: Alternative Education for Children and Youth, 52(2), 21-30.

Meyer, A, Rose, D. H. R., & Gordon, D. (2014). Universal design for learning: theory and practice. Wakefield, MA: CAST Professional Publishing.

Morra, T., & Reynolds, J. (2010). Universal Design for Learning: application for technology-enhanced learning. Inquiry, 15(1), 43-51.

National Center for Education Statistics. (2014). Web tables: enrollment in distance education courses, by state: Fall 2012. US Department of Education. [NCES 2014-023]. http://nces.ed.gov/pubs2014/2014023.pdf.

NCUDL (2013). How has UDL been defined? National Center On Universal Design for Learning website. Retrieved from http://www.udlcenter.org/aboutudl/udldefined

Pace, D., & Schwartz, D. (2008). Accessibility in post secondary education: application of UDL to college curriculum. US-China Education Review, 5(12), 20-26.

Poore-Pariseau, C. (2010). Online learning: designing for all users. Journal of Usability studies, 5(4), 147-156.

Powell, R. G., & Powell, D. (2010). Classroom communication and diversity: enhancing instructional practice. New York: Routledge.

Rao, K., & Tanners, A. (2011). Curb cuts in cyberspace: Universal Instructional Design for online courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.

Roberts, K. D., Park, H. J., Brown, S., & Cook, B. (2011). Universal Design for Instruction in postsecondary education: a systematic review of empirically based articles. Journal of Postsecondary Education and Disability, 24(1), 5-15.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Association for Supervision and Curriculum Development. Alexandria, VA: Association for Supervision & Curriculum Development.

Rose, D., Meyer, A., & Hitchcock, C. (2005). The universally designed classroom: accessible curriculum and digital technologies. Cambridge, MA: Harvard University Press

Scott, S., McGuire, J., & Shaw, S. (2003). Universal design for instruction: a new paradigm for teaching adults in postsecondary education. Remedial and Special Education, 24(6), 369-379.

Smith, F. G. (2012). Analyzing a college course that adheres to the Universal Design for Learning (UDL) framework. Journal of the Scholarship of Teaching and Learning, 12(3), 31-61.

Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2001). Teaching students with special needs in inclusive settings, (3rd ed.). Boston: Allyn & Bacon.

Spooner, F., Baker, J. N., Harris, A. A., Ahlgrim-Delzell, L., & Browder, D. M. (2007). Effects of training in universal design for learning on lesson plan development. Remedial and Special Education, 28(2), 108-116.

Tanner, J. R., Noser, T. C., & Totaro, M. W. (2009). Business faculty and undergraduate students’ perceptions of online learning: a comparative study. Journal of Information Systems Education, 20(1), 29.

Tayebinik, M., & Puteh, M. (2013). Does greater participation in online courses lead to passing grade? An EFL learning context. British Journal of Educational Technology, 44(6), E199-E202.

Taylor, P., & Maor, D. (2000). Assessing the efficacy of online teaching with the Constructivist Online Learning Environment Survey. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum. Perth: Curtin University of Technology.

Thornton, B., Peltier, G., & Medina, R. (2007). Reducing the special education teacher shortage. The Clearing House, 80(5), 233-238.

U.S. Department of Education, Office of Postsecondary Education. (2011). Preparing and credentialing the nation’s teachers: the Secretary’s eighth report on teacher quality; based on data provided for 2008, 2009 and 2010, Washington, D.C.

Vernon-Dotson, L. J., Floyd, L. O., Dukes, C., & Darling, S. M. (2014). Course delivery: keystones of effective special education teacher preparation. Teacher Education and Special Education, 37, 34-50. doi: 10.1177/0888406413507728

Visser, P. S., Krosnick, J. A., & Lavrakas, P. J. (2000). Survey research. In H. T. Reis & C. M. Judd (Ed.), Handbook of research methods in social psychology (pp. 223—252). New York, NY: Cambridge University Press.

Xu, D., & Jaggars, S. S. (2011). The effectiveness of distance education across Virginia’s community colleges: evidence from introductory college-level math and English courses. Educational Evaluation and Policy Analysis, 33(3), 360-377.




DOI: http://dx.doi.org/10.24059/olj.v19i5.623



Copyright (c) 2015 Online Learning Journal