Background: Universal Design in Learning (UDL) is a pedagogical framework that increases accessibility in the classroom for students by offering structured flexibility regarding coursework. The main tenets of UDL are to: 1. provide multiple means of engagement; 2. provide multiple means of representation; and 3. provide multiple means of action and expression.
Objective: This study aims to determine if students will use the extra options inherent in UDL if offered and if they are satisfied with the course that uses UDL.
Methods: This study evaluates a maternal health course for first-year students that was designed using UDL principles and taught at Boston College in the spring semester of the 2021-22 academic year. The course included 26 students. Surveys and a focus group were used to gather both qualitative and quantitative data.
Findings: All technological tools and learning options offered were used by at least some of the students. The majority of students submitted assignments via alternative format options and used non-traditional learning materials like podcasts and videos. Students rated their satisfaction with the course highly. During the focus group, students expressed that they appreciated the increased flexibility of having multiple ways to learn and show the knowledge they had acquired.
Conclusions: UDL can work in an undergraduate-level public health course. Students learn well and are satisfied with courses when UDL is used for course design. Additional research needs to be done to determine if learning outcomes are impacted by the use of UDL and if UDL could be used in graduate-level public health courses as well.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10360973 | PMC |
| http://dx.doi.org/10.5334/aogh.4045 | DOI Listing |
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