Short answer
Design interventions and training programs that bridge the gap between UDL awareness and consistent application by focusing on practical, actionable strategies for less-implemented guidelines.
- Field
- User-Centred Design
- Source
- The International Review of Research in Open and Distributed Learning (2019)
- Method
- Survey Research
- Sample
- All online faculty from 2017-2018
- Evidence
- Moderate effect
While many online instructors are familiar with Universal Design for Learning (UDL) principles, their practical application in course design is uneven, highlighting a gap between awareness and implementation. This user-centred design research insight is drawn from a 2019 study published in The International Review of Research in Open and Distributed Learning. Using Survey research with All online faculty from 2017-2018, researchers explored how this design variable affects real-world outcomes. The key design takeaway: Design interventions and training programs that bridge the gap between UDL awareness and consistent application by focusing on practical, actionable strategies for less-implemented guidelines.
UDL familiarity is high, but implementation lags, indicating a need for targeted faculty development.
While many online instructors are familiar with Universal Design for Learning (UDL) principles, their practical application in course design is uneven, highlighting a gap between awareness and implementation.
The International Review of Research in Open and Distributed Learning · 2019
Key Findings
- 0171.6% of faculty reported familiarity with at least one UDL guideline.
- 02Faculty were most familiar with guidelines related to perception, expression, and communication.
- 03Highest implementation of UDL guidelines was for options suggesting comprehension and expression/communication.
- 04Lowest implementation was for guidelines suggesting options for physical action and language/support.
- 05There was high to moderate interest in learning more about all UDL guidelines, particularly comprehension, persistence, and expression.
Application
Design takeaway
Design interventions and training programs that bridge the gap between UDL awareness and consistent application by focusing on practical, actionable strategies for less-implemented guidelines.
How to apply
When developing educational tools or platforms, consider how to make the design and training materials align with the identified areas of low familiarity and implementation of UDL, while also catering to the expressed interest in specific UDL components.
Project actions
- 01When designing an educational product, consider how instructors might interact with it and if it supports UDL principles.
- 02Research the specific UDL guidelines that are less commonly implemented to identify design opportunities.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Addresses a relevant and current topic in educational design.
- +Provides data on both familiarity and implementation, highlighting a practical challenge.
Limitations
The findings might not apply to all types of educators or educational settings.
Reliability & validity
The study's reliability could be enhanced by using a larger, more diverse sample of universities. Validity could be strengthened by including observational data or analysis of actual course materials to corroborate self-reported implementation levels.
Think critically
Given the high interest in UDL training, what specific pedagogical or technical barriers might prevent instructors from implementing certain UDL guidelines, and how could design solutions address these barriers?
Design Principles
"Design for diverse learners by understanding and addressing the practical application gaps in established inclusive design frameworks."
Understanding the current state of UDL adoption among educators is crucial for developing effective professional development programs. This insight helps design teams and institutions identify specific areas where support is most needed to create more inclusive and accessible learning experiences for all students.
What This Means for Your Design
Teachers know about making learning accessible for everyone (UDL), but they don't always use all the methods, especially for things like physical actions or language help. They want to learn more, though.
How to use in your project
- 1.Reference this study to justify the need for user-centered design in educational contexts and to inform the development of user support materials.
Add to My Project
Quick Cite
Paragraph starter
Research indicates a significant gap between educators' familiarity with Universal Design for Learning (UDL) principles and their consistent application in course design. While many instructors are aware of UDL, particularly concerning perception and expression, their implementation of guidelines related to physical action and language support is notably lower, despite a strong interest in further professional development across all UDL areas. This suggests that design interventions and training should focus on practical, targeted strategies to enhance the adoption of less-utilized inclusive design elements.
Source
The International Review of Research in Open and Distributed Learning
Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors
journal · 2019
View sourceQuestions About This Research
- What does the research say about udl familiarity is high, but implementation lags, indicating a need for targeted faculty development?
- Design interventions and training programs that bridge the gap between UDL awareness and consistent application by focusing on practical, actionable strategies for less-implemented guidelines. Evidence: The International Review of Research in Open and Distributed Learning (2019).
- Why does "UDL familiarity is high, but implementation lags, indicating a need for targeted faculty development." matter for design?
- Understanding the current state of UDL adoption among educators is crucial for developing effective professional development programs. This insight helps design teams and institutions identify specific areas where support is most needed to create more inclusive and accessible learning experiences for all students.
- How can designers apply this research?
- Design interventions and training programs that bridge the gap between UDL awareness and consistent application by focusing on practical, actionable strategies for less-implemented guidelines.
- What were the main findings?
- 71.6% of faculty reported familiarity with at least one UDL guideline.. Faculty were most familiar with guidelines related to perception, expression, and communication.. Highest implementation of UDL guidelines was for options suggesting comprehension and expression/communication.. Lowest implementation was for guidelines suggesting options for physical action and language/support.
- What research method was used?
- Survey Research with All online faculty from 2017-2018.
- How strong is the evidence?
- Evidence strength is rated Moderate effect, based on a 2019 journal from The International Review of Research in Open and Distributed Learning.
- What should I do differently in my next project?
- When developing educational tools or platforms, consider how to make the design and training materials align with the identified areas of low familiarity and implementation of UDL, while also catering to the expressed interest in specific UDL components.
- What are the limitations?
- The study was conducted at a single university, which may limit the generalizability of findings to other institutions. Self-reported data may also be subject to social desirability bias.