Perception of the Universal Design for Learning in Online Higher Education

Abstract

The application and analysis of online education have grown in higher education. However, the paradigm completely and suddenly shifted to online education in response to the Coronavirus (COVID-19) pandemic. The sudden shift to online education did not allow instructors or students with disabilities (SWD) to systematically adapt their teaching and learning strategies to fit a new education environment. The SWD population faces unique challenges in online education and transitioning to online education changed these challenges and created new barriers. One inclusive education paradigm, Universal Design for Learning (UDL), is considered the best practice for inclusive learning in contemporary education. This thesis explored the instructors’ and SWDs’ perspectives on UDL in online higher education. Specifically, the instructors’ and SWD’s perceptions regarding the application and barriers to implementing the UDL guidelines online were investigated. To address this aim, virtual focus groups were conducted with 14 participants from two populations: instructors (n= 6) and SWD (n= 8). A virtual poll was embedded into the focus groups’ discussions to allow the participants to summarize their experiences, rank UDL Guidelines, and then discuss the outcomes. It was found that SWD had both critical and positive perceptions and experiences with UDL in online higher education while instructors primarily noted positive perceptions. However, instructors faced barriers to implementing the UDL Guidelines online including time and effort, resources, and values. Further research is necessary to address the use, implementation, and barriers of UDL in online higher education.