In teacher training colleges, teacher education programs have realized that online and physical courses are the best form of educating people. Scott, Temple and Marshall (2015, p.99) elucidate that training programs are integrating the Universal Design for Learning (UDL) framework as one of the numerous measures to efficiently train as well as prepare teacher for special education. The concentrated attention into UDL is as a result of the increasing enrolment into online courses by post-secondary graduates. According to Scott, Temple and Marshall (2015, p. 99), the rate at which students' registrations for online courses since 2012 have increased drastically. As a result, pressurized teacher programs to adapt to the change. The scope is to ensure that with the online courses, students are continually developing skills and knowledge parallel to the conventional courses or counter-parts. But, the process is tedious and can illuminate on the limitations that online courses in respect to face-to-face education have on individuals. As such, there is a need to focus on the quality of online coursework to generate students who are equipped for the current world market (Robinson &Wizer, 2016, p. 17). There are numerous influences on designing a UDL for online courses for undergraduate courses. This literature review seeks to underline the strategic forces and depict how significant an impact they possess.
Universal Design Learning (UDL) integrates two major frameworks: quality matters and tenets of Universal Design for Learning (Robinson &Wizer, 2016, p.18). For the UDL to be consistent in its quality assurance to students, the framework, according to Robinson and Wizer (2016, p. 17) is to provide strict guidelines for creating quality online courses which are combined with the emphasis on course content as well as delivery of the material. Scott, Temple and Marshall (2015, p.110) concur that it is necessary for educational institutions to implement a conglomerate strategy in ensuring that online courses produce the best candidates for the job market. As it is, online education is ranked as the most critical educational system in a long-term strategy. For example, the University of Towson integrated online learning by encouraging blended educational courses. These include both fully online courses and part-time courses. The ideology is to relate the experiences of face-to-face learning with that on online learning.
Quality Learning Matters and UDL
UDL was initially integrated in the late 1900s as a formulation to providing flexibility in numerous pathways in which information is presented. The hope was that students could demonstrate knowledge and skills in how they engaged with the courses (Houston, 2018). Moreover, the ideology was to reduce barriers in instructions which entailed the provision of appropriateness in accommodations as well as challenges. Thus, the maintenance of high achievement expectations by all students including students with disabilities and those limited in English proficiency could be guaranteed (Robinson &Wizer, 2016, p. 20). Regarding the capability of UDL to provide the suggested merits, a lot of research was conducted from brain cognition as well as neuroscience recognition networks. The main aim was to comprehend whether the universal design could accommodate students with different learning disabilities based on the different learning preferences and reduction of student barriers in education (Black, Weinberg & Brodwin, 2015, p.2).
The research focused on recognition networks which are varied in different human beings (Black, Weinberg & Brodwin, 2015, p.2). Identifying markers included sight, hearing and reading. The three sensors are crucial in any person's capability to understand what is communicated and how it is communicated (Parra et al., 2018, p. 60). Therefore, guideline principles such as comprehension, access, and retention were pivotal to understanding the different ways in which students naturally processed information. In relation, high-quality learning environments were discovered to requires students to be more flexible to the modalities and innovations including algebraic and graphical representations (Robinson &Wizer, 2016, p. 20). The result of the research indicated that students required options, choices and multiple modes of capturing interests as well as providing meaning in interactive content.
Course content as a result of research and articulation of student needs, especially in undergraduate courses, was proposed to have a solid grounding in the background knowledge that is required in the class. Robinson and Wizer, (2016, p. 20) suggest that it is best if students are oriented first on the intentions and course content before beginning the actual course. This includes an overview of the course syllables, required sources as well as an index. The intent is to ensure that students are aware of the structure of the course and what calendar of events is necessary. The policy is apparent to each higher institution of learning and necessitates that students are more pro
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