Applying UDL to Online Active Learning

“For example, alternatives to live virtual lectures are important because of the brain’s inability to pay attention, process, and store lengthy amounts of information (Baddeley et al., 1974; Bruning et al., 2011; Miller, 1956; Sweller et al., 1998).”

“Active learning triggers cognitive functioning (Freeman et al., 2014; Harris & Bacon, 2019) and enhances or refocuses student attention.”

“Despite wide support for active-learning practices, there have been mixed empirical findings regarding the effectiveness of active-learning experiences contrasted with expository experiences (e.g., Andrews et al., 2011; Prince, 2004).”

“(Garrison et al., 2000) to promote cognitively challenging learning through planned interactions (e.”

“For example, alternatives to live virtual lectures are important because of the brain’s inability to pay attention, process, and store lengthy amounts of information (Baddeley et al., 1974; Bruning et al., 2011; Miller, 1956; Sweller et al., 1998).”

“Educational reform efforts promoting active learning include Dewey’s (1938) experiential learning, Johnson and Johnson’s (1999) cooperative learning, and inverted learning commonly known as a flipped classroom (Lage et al., 2000; Mazur, 1997).”

“Educational reform efforts promoting active learning include Dewey’s (1938) experiential learning, Johnson and Johnson’s (1999) cooperative learning, and inverted learning commonly known as a flipped classroom (Lage et al., 2000; Mazur, 1997).”

“Instructional design for online formats has been shifting pedagogically from expository to active and interactive approaches, fueled by constructivist practices and aided by newer technologies (Means et al., 2013; Rudestam & Schoenholtz-Read, 2010).”

“Further, there is evidence that active learning reduces failure rates for unprepared students because they have the potential to build student learning skills as part of the activity design (Freeman et al., 2011; Styers et al., 2018; Theobald et al., 2020).”

“Despite wide support for active-learning practices, there have been mixed empirical findings regarding the effectiveness of active-learning experiences contrasted with expository experiences (e.g., Andrews et al., 2011; Prince, 2004).”

“Further, there is evidence that active learning reduces failure rates for unprepared students because they have the potential to build student learning skills as part of the activity design (Freeman et al., 2011; Styers et al., 2018; Theobald et al., 2020).”

“Empirically, social presence either has a causal or correlational relationship to achievement, and teaching presence correlates with cognitive presence (Arbaugh, 2019).”

“This could be due to the importance of context regarding the scaling up of educational interventions in online learning (Kizilcec et al., 2020) and the lack of expertise in the science of online learning and skillful development of planned interactions.”

“Supporting learner diversity as part of strategic course design upfront not only supports learners with disabilities (Black et al., 2015), but is also considered a best practice for learners in general (Gronseth, 2018).”

“Instructors’ lack of time to develop active learning material has been identified in prior research, including Miller and Metz (2014).”

“Active learning triggers cognitive functioning (Freeman et al., 2014; Harris & Bacon, 2019) and enhances or refocuses student attention.”

“The flexibility that online learning affords can facilitate increased educational access in support of a diverse array of student needs, including remote instruction during a crisis (Dickinson & Gronseth, 2020).”

“Learner-supported design approach enables educators to meet varied student needs during other times of crises, such as natural disasters of hurricanes, fires, floods, and earthquakes (Baytiyeh, 2018).”

“In Table 2, a summary of the online active learning-oriented instructional strategies used by participants is categorized by the typology of Ragan et al. (2008) with implications for practical application.”

“In this way, learners seem to appreciate having voice and choice, contributing to increase in enjoyment and proficiency (Goldowsky & Coyne, 2016).”

“Challenges faced by IDs collaborating with instructors have also been identified in prior research such as Bain (2020), though the barriers of instructors’ lack of innovation or online teaching experience were not mentioned.”

“The pivot to online teaching during the pandemic highlighted both the barriers and the solutions to supporting diverse learners (Kilpatrick et al., 2021; Rogers & Gronseth, 2021).”

“…the value and importance of UD to support diverse students and impacts on student outcomes, with the top three most valued guidelines recognized as comprehension; expression and communication; and perception (Evmenova, 2018; Meyers et al., 2009; Rogers & Gronseth, 2021; Westine et al., 2019).”

“As noted by Rogers and Gronseth (2021), online courses have been shifting from expository to active and interactive approaches, addressing the need to support learners with variability in learning abilities, experiences, and other dimensions.”

“…still exist in real-world instructional design decision-making processes in instructional designers (Kirsch & Luo, 2023; Oyarzun et al., 2021; Rogers & Gronseth, 2021; Yang et al., 2024); it is thereby critical for researchers to address how instructional designers could effectively…”

“While studies such as Singleton et al. (2019) and Rogers and Gronseth (2021) explored UDL principles for online instruction in higher education, they predominantly captured perspectives from IDs rather than faculty members.”

“Scholars like Rogers and Gronseth (2021) posit educators can support diverse learner preferences through multimodal opportunities for learning and the use of experience-centered techniques.”