Applying the Principles of Universal Design for Learning to Online Modules

Online learning provides flexible and accessible learning opportunities. Learners who may not be able to attend a classroom-based course due to location or time commitments, can avail of a growing number of opportunities to... [ view full abstract ]

Online learning provides flexible and accessible learning opportunities. Learners who may not be able to attend a classroom-based course due to location or time commitments, can avail of a growing number of opportunities to learn at a distance (Moore & Kearsley, 2011). However, are we designing courses that are truly accessible?

One of the complexities of online and distance learning is that, while it offers new opportunities, it also presents a unique set of barriers for learners. Those who excel in a classroom environment can find online learning challenging and the opposite is also true. There are several reasons for this. In an online environment, learners primarily work alone and self-regulation is required (Hart, 2012; Knowles & Kerkman, 2014). Potential issues such as poor communication, slow or inadequate feedback, or feelings of isolation can impact a student's learning experience (Hart, 2012; Moore & Kearsley, 2011). The nature of online learning also increases the likelihood of a more diverse learning cohort who may have different learning needs. These barriers can lead students to disengage from the learning process and, ultimately, can result in high rates of attrition in online education (Angelino, Williams, & Natvig, 2007; McMahon, 2013).

It is proposed that integration of the principles of Universal Design for Learning (UDL) can help to overcome these barriers and enhance the learning experience for all learners. In the School of Medicine in UCD, we have developed two Diagnostic Imaging modules in accordance with these principles, focusing on guiding the learner through the content, providing opportunities for them to monitor their progress and aiming to make the learning more memorable and transferable. In this presentation, I will take a practical look at how we used the functionality of Articulate Storyline, a popular authoring tool, to incorporate the principles of UDL into these fully online modules.

Angelino, L. M., Williams, F. K., & Natvig, D. (2007). Strategies to Engage Online Students and Reduce Attrition Rates. Journal of Educators Online, 4(2), n2.

Hart, C. (2012). Factors associated with student persistence in an online program of study: a review of the literature. Journal of Interactive Online Learning, 11(1), 19-42.

Knowles, E., & Kerkman, D. (2014). An investigation of students attitude and motivation toward online learning.

McMahon, M. (2013). A Study of the Causes of Attrition Among Adult on a Fully Online Training Course. Irish Journal of Academic Practice, 2(1), 10.

Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning: Cengage Learning.