Universal Design for Learning in Online Higher Education: A Qualitative Case Study in Jamaica
Date
2024
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Abstract
Higher education institutions (HEIs) are challenged to create more inclusive and accessible content to ensure learner satisfaction in online learning environments due to increasing variability. The problem was the low course completion in online learning at a HEI in Jamaica. The purpose of this qualitative case study was to explore the perceptions of students and faculty members about the effects of Universal Design for Learning (UDL) strategies on students’ course completion in online learning at a HEI in rural Jamaica. Previous research showed a gap in UDL-related research in higher education online learning programs. Social constructivism theory and engagement theory guided the theoretical framework. Both approaches emphasize the importance of interaction and meaningful engagement for active learning. A qualitative instrumental case study design was used. The target population consisted of 60 faculty members and 700 students. The sample size included five faculty members and 20 students. The unit of analysis was a group of students and faculty members who had experienced online learning during the pandemic. Web-based questionnaires and online focus group interviews were used for data collection. Inductive data analysis procedures were employed to gather, sort, and compare data. Two research questions guided the study to explore the perceptions of students and faculty members. The findings revealed that students and faculty members positively perceived UDL strategies in the online learning environment, citing benefits like active learning and personalized instruction, urging policy alignment with UDL best practices.
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Keywords
online learning, UDL, course completion, social constructivism, engagement theory