Empowering Learners in Higher Education: Redesigning an Online Computer Science Course Through Universal Design for Learning Implementation.
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| Title: | Empowering Learners in Higher Education: Redesigning an Online Computer Science Course Through Universal Design for Learning Implementation. |
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| Authors: | Redstone, Ana E.1 (AUTHOR), Luo, Tian2 (AUTHOR) tluo@odu.edu |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Sep2024, Vol. 68 Issue 5, p869-881. 13p. |
| Subject Terms: | *Online education, *Computer science, *Instructional systems design, *Learning modules, Universal design |
| Abstract: | This article focuses on the practical implementation of Universal Design for Learning (UDL) in an online computer science course, articulating the collaborative efforts between the instructional designer (the first author) and the faculty member to redesign the course using UDL principles. Specific instances of redesigned learning modules and artifacts in adherence to UDL principles and results and insights gained from the implementation are reported. The article concludes with recommendations for higher education faculty and instructional designers to consider when applying UDL in their online courses. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article focuses on the practical implementation of Universal Design for Learning (UDL) in an online computer science course, articulating the collaborative efforts between the instructional designer (the first author) and the faculty member to redesign the course using UDL principles. Specific instances of redesigned learning modules and artifacts in adherence to UDL principles and results and insights gained from the implementation are reported. The article concludes with recommendations for higher education faculty and instructional designers to consider when applying UDL in their online courses. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-024-00980-z |
