Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 7...

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Autores principales:	Carl D Westine, Beth Oyarzun, Lynn Ahlgrim-Delzell, Amanda Casto, Cornelia Okraski, Gwitaek Park, Julie Person, Lucy Steele
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2019
Materias:	online teaching faculty development higher education universal design for learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b744f7f6d5df43c38a722ee4a8036fbb
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spelling	oai:doaj.org-article:b744f7f6d5df43c38a722ee4a8036fbb2021-12-02T18:02:59ZFamiliarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors 10.19173/irrodl.v20i5.42581492-3831https://doaj.org/article/b744f7f6d5df43c38a722ee4a8036fbb2019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4258https://doaj.org/toc/1492-3831This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty. Carl D WestineBeth OyarzunLynn Ahlgrim-DelzellAmanda CastoCornelia OkraskiGwitaek ParkJulie PersonLucy SteeleAthabasca University Pressarticleonline teachingfaculty developmenthigher educationuniversal design for learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 5 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	online teaching faculty development higher education universal design for learning Special aspects of education LC8-6691
spellingShingle	online teaching faculty development higher education universal design for learning Special aspects of education LC8-6691 Carl D Westine Beth Oyarzun Lynn Ahlgrim-Delzell Amanda Casto Cornelia Okraski Gwitaek Park Julie Person Lucy Steele Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
description	This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating familiarity with guidelines relating to perception, expression, and communication. Faculty reported the highest implementation of UDL guidelines was for those suggesting options for comprehension as well as expression and communication; the lowest implementation was for those suggesting options for physical action as well as language and support. Survey results also indicated high to moderate interest in learning more about all UDL guidelines, with emphasis on comprehension, persistence, and expression. This study suggests that faculty members desire UDL training and offers possibilities for planning and implementing such professional development in areas targeted to best meet the needs of online faculty.
format	article
author	Carl D Westine Beth Oyarzun Lynn Ahlgrim-Delzell Amanda Casto Cornelia Okraski Gwitaek Park Julie Person Lucy Steele
author_facet	Carl D Westine Beth Oyarzun Lynn Ahlgrim-Delzell Amanda Casto Cornelia Okraski Gwitaek Park Julie Person Lucy Steele
author_sort	Carl D Westine
title	Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
title_short	Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
title_full	Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
title_fullStr	Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
title_full_unstemmed	Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
title_sort	familiarity, current use, and interest in universal design for learning among online university instructors
publisher	Athabasca University Press
publishDate	2019
url	https://doaj.org/article/b744f7f6d5df43c38a722ee4a8036fbb
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Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

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