Supporting Digital Self-Assessment through Universal Design for Learning (UDL)
(Instructor’s Reflective Practice in a Graduate Course in Higher Education)
الكلمات المفتاحية:
Universal Design for Learning (UDL), Self-assessment, Representation, Action and Expression, Engagement, Blackboard, Learning environment, Action Research
الملخص
This study aims to focus on the process of UDL implementation and the reflective practice of an instructor based on the collaborative work with the researcher (author of this paper) when redesigning a graduate course in a face-to-face and Blackboard (Bb) environment in a higher education university. Participatory action research was employed to document the design of a UDL course using multiple instruments. Three experts evaluated the course and its adherence to UDL framework both in Bb and face-to-face classrooms using the UDL Observation Measurement Tool (UDL-OMT). Forty-three students filled out a survey about their perceptions of the course and whether it aligned with UDL principles. Students’ reflections on how the UDL course influences their success in the course were collected after the course had ended. Experts found that UDL implementation was more prevalent in a Bb environment than in a face-face environment. Students indicated that digital self-paced ungraded self-assessments were the most useful strategy, and that the action and expression principle was the most prevalent in the UDL designed course. Qualitative analysis revealed five themes that illustrate students’ positive perceptions of how the UDL course influenced their success such as increased comprehension, reduced stress & anxiety, democratised culture of learning, diverse learning pathways, and disambiguated learning arena. This study contributes to fill the gap of applying action and expression principles using digital technology and self-paced and ungraded self-assessments besides other useful strategies. Future research and recommendations in light of the results are explained in the study.
المراجع
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3. Astudillo, M. P., & Murren, J. (2021).Exploring the intersection of UDL and special education technology: Enhancing engagement and expression for students with disabilities. Journal of Special Education Technology, 36(1), 1-12. https://doi.org/10.1177/0162643420907650
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16. Daley, S. G., Hillaire, G., & Sutherland, L. M. (2016). Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum. British Journal of Educational Technology, 47(1), 121–134. https://doi.org/10.1111/bjet.12221
17. Daley, S. G., Xu, Y., Proctor, C. P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2020). Behavioral engagement among adolescents with Reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 36(3), 278–295. https://doi.org/10.1080/10573 569.2019.1635545
18. Davis, M.C., Duryee, L.A., Schilling, A.H., Loar, E.A., & Hammond, H.G. (2020). Examining the impact of multiple practice quiz attempts on student exam performance. Journal of Educators Online, 17(2).
19. Fidalgo, P., & Thormann, J. (2017). Reaching students in online courses using alternative formats. The International Review of Research in Open and Distributed Learning, 18(2). https://doi.org/10.19173/irrodl.v18i2.2601
20. Flood, M., & Banks, J. (2021). Universal Design for Learning: Is it gaining momentum in Irish education? Education Sciences, 11(7), 341.
21. Gäng-Pacifico, D., & Rusconi, L. (2024). Translation and Transcultural Adaptation of the Universal Design for Learning Observation Measurement Tool (UDL-OMT). Education Sciences, 14, 1144. https://doi.org/ 10.3390/educsci14111144
22. Gawronski, M., Kuk, L., & Lombardi, A.R. (2016). Inclusive Instruction: Perceptions of Community College Faculty and Students Pertaining to Universal Design. Journal of Postsecondary Educational Disabilities, 29, 331–347. https://files.eric.ed.gov/fulltext/EJ1133816.pdfGraneheim, U.H., &Lundman, B. (2004). Qualitative Content Analysis in Nursing Research: Concepts, Procedures and Measures to Achieve Trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001.
23. Hitchcock, C. H., Rao, K., Chang, C. C., & Yuen, J. W. L. (2016). TeenACE for science: Using multimedia tools and scaffolds to support writing. Rural Special Education Quarterly, 35(2), 10–23. https://doi.org/10.1177/87568 7051603500203
24. Hu, H., & Huang, F. (2022). Application of Universal Design for Learning into remote English education in Australia amid COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 4(1), 55–69.
25. Kennette, L., & Wilson, N. (2019). Universal Design for Learning (UDL): Student and faculty perceptions. Journal of Effective Teaching In Higher Education, 2(1). https://doi.org/10.36021/jethe.v2i1.17
26. King-Sears, M. E., & Johnson, T. M. (2020). Universal Design for Learning Chemistry Instruction for students with and without learning disabilities. Remedial & Special Education, 41(4), 207–218. https://doi.org/10.1177/07419 32519862608
27. Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125-147.
28. Li, Y.-F.; Zhang, D.; Liu, C.-T.; Wang, K.; Yan, W.; Dong, X. Perceptions of UDL Teaching Practices among University Students with Disabilities. Educ. Sci. 2024, 14, 501. https://doi.org/10.3390/educsci14050501
29. Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82–88. https://doi.org/10.1080/00228958.2020.1729639
30. Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
31. Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S., & Edyburn, D. (2020). Validation of the UDL reporting criteria with extant UDL research. Remedial and Special Education, 41(4), 219-230.
32. Rao, K., Smith, S.J., Edyburn, D., Grima-Farrell, C., Van Horn, G., & Yalom-Chamowitz, S. (2018). UDL Reporting Criteria. Developed by a working group of the Universal Design for Learning Implementation and Research (UDL-IRN) Research Committee. https://udl-irn.org/udl-reporting-criteria
33. Rose, D. H., Gravel, J. W., & Domings, Y. M. (2012). UDL unplugged: The role of technology in UDL. In T. E. Hall, A. Meyer & D. H. Rose (Eds.), Universal Design for Learning in the classroom: Practical applications (pp. 120–134). Guilford Press
34. Rose, D.H., Harbour, W.S., Johnston, C.S., Daley, S.G., & Abarbanell, L.(2006).Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 29-40.
35. Rose, D., Robinson, K., Hall, T., Coyne, P., Jackson, R., Stahl, W., & Wilcauskas, S. (2018). Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment. In S.N. Elliott, R.J. Kettler, P.A. Beddow & A. Kurz (Eds.), Handbook of Accessible Instruction and Testing Practices: Issues, Innovations, and Applications (pp. 167–180). Springer Nature. https://doi.org/10.1007/978-3-319-71126-3_11
36. Schelly, C.L., Davies, P.L., & Spooner, C.L.(2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24, 17–30.
37. 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.
2. Alquraini, T. A., & Rao, S. M. (2018). Assessing teachers ‘knowledge, readiness, and needs to implement Universal Design for Learning in classrooms in Saudi Arabia. International Journal of Inclusive Education, 24(1), 103-114. https://doi.org/10.1080/13603116.2018.1452298
3. Astudillo, M. P., & Murren, J. (2021).Exploring the intersection of UDL and special education technology: Enhancing engagement and expression for students with disabilities. Journal of Special Education Technology, 36(1), 1-12. https://doi.org/10.1177/0162643420907650
4. Basham, J. D., Hall, T. E., & Carter, R. A. (2017).Universal design for learning: Current insights and future directions. Technology and Disability, 29(1-2), 15-28. https://doi.org/10.3233/TAD-160333
5. Basham, J. D., Emmett Gardner, J., & Smith, S. J. (2020). Measuring the implementation of UDL in classrooms and schools: Initial field test results. Remedial and Special Education, 41(4): 231–243
6. Bell, E.C. (2023). Self-pacing and multiple-attempt assessment to address student anxiety in pharmacy calculations. Discov Educ 2(9). https://doi.org/10.1007/s44217-023-00032-3
7. Bin Jwair, A. & Al-Harthy, W. (2023). Implementing Universal Design for Learning (UDL) in Online Courses: Perspectives of faculty and students at Prince Sattam bin Abdulaziz University. Journal of Curriculum and Teaching. 12. 143. https://doi.org/10.5430/jct.v12n6p143
8. Boothe, K., Lohmann, M., & Owiny, R. (2020). Enhancing Student Learning in the Online Instructional Environment Through the Use of Universal Design for Learning. Networks: An Online Journal for Teacher Research, 22, 1. https://doi.org/10.4148/2470-6353.1310
9. Bradbury-Huang, H. (2010). What is good action research? Action Research, 8(1), 93-109. https://doi.org/10.1177/1476750310362435
10. Braun, V., & Clarke, V. (2012). Thematic Analysis. In H. C. (Ed) (Ed.), The Handbook of Research Methods in Psychology. Washington, DC: American Psychological Association.
11. Bray, A., Devitt, A., Banks, J., Sanchez Fuentes, S., Sandoval, M., Riviou, K., Byrne, D., Flood, M., Reale, J., & Terrenzio, S. (2024). What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level. British Journal of Educational Technology, 55(1), 113-138. https://doi.org/10.1111/bjet.13328
12. Casebolt, T., & Humphrey, K. (2023). Use of universal design for learning principle in a public health course. Annals of Global Health, 89(1), 48. https://doi.org/10.5334/aogh.4045
13. CAST. (2018). Universal design for learning guidelines version 2.2. https://udlguide lines.cast.org/
14. CAST. (2024). AboutCAST. https://www.cast.org/about/about-cast
15. Cumming, T. M., & Rose, M. C. (2022). Exploring universal design for learning as an accessibility tool in higher education: A review of the current literature. The Australian Educational Researcher, 49(5), 1025-1043.
16. Daley, S. G., Hillaire, G., & Sutherland, L. M. (2016). Beyond performance data: Improving student help seeking by collecting and displaying influential data in an online middle-school science curriculum. British Journal of Educational Technology, 47(1), 121–134. https://doi.org/10.1111/bjet.12221
17. Daley, S. G., Xu, Y., Proctor, C. P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2020). Behavioral engagement among adolescents with Reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 36(3), 278–295. https://doi.org/10.1080/10573 569.2019.1635545
18. Davis, M.C., Duryee, L.A., Schilling, A.H., Loar, E.A., & Hammond, H.G. (2020). Examining the impact of multiple practice quiz attempts on student exam performance. Journal of Educators Online, 17(2).
19. Fidalgo, P., & Thormann, J. (2017). Reaching students in online courses using alternative formats. The International Review of Research in Open and Distributed Learning, 18(2). https://doi.org/10.19173/irrodl.v18i2.2601
20. Flood, M., & Banks, J. (2021). Universal Design for Learning: Is it gaining momentum in Irish education? Education Sciences, 11(7), 341.
21. Gäng-Pacifico, D., & Rusconi, L. (2024). Translation and Transcultural Adaptation of the Universal Design for Learning Observation Measurement Tool (UDL-OMT). Education Sciences, 14, 1144. https://doi.org/ 10.3390/educsci14111144
22. Gawronski, M., Kuk, L., & Lombardi, A.R. (2016). Inclusive Instruction: Perceptions of Community College Faculty and Students Pertaining to Universal Design. Journal of Postsecondary Educational Disabilities, 29, 331–347. https://files.eric.ed.gov/fulltext/EJ1133816.pdfGraneheim, U.H., &Lundman, B. (2004). Qualitative Content Analysis in Nursing Research: Concepts, Procedures and Measures to Achieve Trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001.
23. Hitchcock, C. H., Rao, K., Chang, C. C., & Yuen, J. W. L. (2016). TeenACE for science: Using multimedia tools and scaffolds to support writing. Rural Special Education Quarterly, 35(2), 10–23. https://doi.org/10.1177/87568 7051603500203
24. Hu, H., & Huang, F. (2022). Application of Universal Design for Learning into remote English education in Australia amid COVID-19 pandemic. International Journal on Studies in Education (IJonSE), 4(1), 55–69.
25. Kennette, L., & Wilson, N. (2019). Universal Design for Learning (UDL): Student and faculty perceptions. Journal of Effective Teaching In Higher Education, 2(1). https://doi.org/10.36021/jethe.v2i1.17
26. King-Sears, M. E., & Johnson, T. M. (2020). Universal Design for Learning Chemistry Instruction for students with and without learning disabilities. Remedial & Special Education, 41(4), 207–218. https://doi.org/10.1177/07419 32519862608
27. Kumar, K. L., & Wideman, M. (2014). Accessible by design: Applying UDL principles in a first year undergraduate course. Canadian Journal of Higher Education, 44(1), 125-147.
28. Li, Y.-F.; Zhang, D.; Liu, C.-T.; Wang, K.; Yan, W.; Dong, X. Perceptions of UDL Teaching Practices among University Students with Disabilities. Educ. Sci. 2024, 14, 501. https://doi.org/10.3390/educsci14050501
29. Meier, B. S., & Rossi, K. A. (2020). Removing instructional barriers with UDL. Kappa Delta Pi Record, 56(2), 82–88. https://doi.org/10.1080/00228958.2020.1729639
30. Meyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal Design for Learning: Theory and Practice. CAST Professional Publishing.
31. Rao, K., Ok, M. W., Smith, S. J., Evmenova, A. S., & Edyburn, D. (2020). Validation of the UDL reporting criteria with extant UDL research. Remedial and Special Education, 41(4), 219-230.
32. Rao, K., Smith, S.J., Edyburn, D., Grima-Farrell, C., Van Horn, G., & Yalom-Chamowitz, S. (2018). UDL Reporting Criteria. Developed by a working group of the Universal Design for Learning Implementation and Research (UDL-IRN) Research Committee. https://udl-irn.org/udl-reporting-criteria
33. Rose, D. H., Gravel, J. W., & Domings, Y. M. (2012). UDL unplugged: The role of technology in UDL. In T. E. Hall, A. Meyer & D. H. Rose (Eds.), Universal Design for Learning in the classroom: Practical applications (pp. 120–134). Guilford Press
34. Rose, D.H., Harbour, W.S., Johnston, C.S., Daley, S.G., & Abarbanell, L.(2006).Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 29-40.
35. Rose, D., Robinson, K., Hall, T., Coyne, P., Jackson, R., Stahl, W., & Wilcauskas, S. (2018). Accurate and Informative for All: Universal Design for Learning (UDL) and the Future of Assessment. In S.N. Elliott, R.J. Kettler, P.A. Beddow & A. Kurz (Eds.), Handbook of Accessible Instruction and Testing Practices: Issues, Innovations, and Applications (pp. 167–180). Springer Nature. https://doi.org/10.1007/978-3-319-71126-3_11
36. Schelly, C.L., Davies, P.L., & Spooner, C.L.(2011). Student Perceptions of Faculty Implementation of Universal Design for Learning. Journal of Postsecondary Education and Disability, 24, 17–30.
37. 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.
منشور
2024-12-18
كيفية الاقتباس
Jamilah Mohammed Alamri. (2024). Supporting Digital Self-Assessment through Universal Design for Learning (UDL): (Instructor’s Reflective Practice in a Graduate Course in Higher Education). Journal of Arts, Literature, Humanities and Social Sciences, (115), 462-490. https://doi.org/10.33193/JALHSS.115.2024.1350
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2024 Jamilah Mohammed Alamri
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