Signs of “Accidental” Universal Design for Learning in Online Courses

• In Event: Design and Evaluation of Online Learning Environments

Abstract

Universal Design for Learning (UDL) is a well-established learning framework (Tobin and Behling, 2018). However, UDL may be “accidentally” implemented by online instructors without full knowledge of the framework (Behling, 2020). This study examined how online instructors “accidently” implement UDL using sensemaking theory (Weick et al., 2005). This study analyzed interview responses of 33 long-term online instructors using a pragmatic iterative approach (Tracy 2013, 2020). Analysis about their course design responses found instances of all three pillars of UDL: a) Representation, b) Engagement, and c) Action and Expression. Aspects of sensemaking theory pertaining directly to aspects of UDL were identified, demonstrating long-term online instructors actively making sense of their decisions to implement features of UDL in their online courses.

Authors

• Margaretta Underhill, Oregon State University

• Mary Ellen Dello Stritto, Oregon State University