Enhancing Access in an Online Course Using Universal Design for Learning (UDL) and Scenario-Based Learning (SBL)
Bibliographic Data
| ID | 12815541 |
|---|---|
| Authors | Angelica Morgan (0000-0002-5986-0801, Arizona State University, corresponding author) |
| Year | 2024 |
| Volume | 68 |
| Issue | 5 |
| Pages | 904-913 |
| Publication date | 2024-06-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TechTrends (JOURNAL) |
| Journal identifiers | ISSN: 8756-3894 • E-ISSN: 1559-7075 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s11528-024-00981-y |
| OpenAlex | W4399812869 |
| Language | EN |
| References cited | 31 |
This article outlines the redesign of an undergraduate digital learning theories course, integrating scenario-based learning (SBL) and Universal Design for Learning (UDL) principles. The article incorporates scenario-based instruction using Articulate Rise 360, focusing on real-world challenges to enhance learner engagement and applicability. This redesign specifically addresses all three UDL principles by integrating multiple means of representation, action and expression, and engagement, ensuring that the course caters to diverse learner needs and preferences, The article details the methodology, design context and proactive design approach, emphasizing learner variability and environment. It anticipates boosting student confidence in applying learning theories and preparing them for real-world instructional design roles. The article documents this redesign process, offering a replicable model for asynchronous online course revitalization and highlighting the significance of inclusive instructional practices
Asynchronous communication · Context (archaeology · Educational technology · Experiential learning · Instructional design · Learning Sciences · Mathematics education · Multimedia · Universal Design for Learning · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |