Universal Design for Learning in Online University Courses: A 5-Year Study of Learning Styles, Personality Types and Instructional Preferences PROCEEDINGS
Melissa Engleman, Karen Voytecki, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
During the earliest years of online higher education, studies mostly compared it to face-to-face teaching. But whether courses are offered online is not so much the issue as is excellent pedagogical design. This study asked how graduate students in an online education course responded to a universal design for learning (UDL) learning format? A supporting question was, what relationships, if any, were there between opinions about UDL, learning style & personality preferences, content area, and internet speeds? Over 5 years, there were over 350 respondents to a survey yielding pertinent information. The results and discussion for this study are not yet available, as we are currently consolidating the 5 years of data into a larger database. Prior to the presentation the data will be analyzed and results and discussion written up for the proceedings and the session.
Engleman, M. & Voytecki, K. (2010). Universal Design for Learning in Online University Courses: A 5-Year Study of Learning Styles, Personality Types and Instructional Preferences. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 449-454). Chesapeake, VA: AACE.
© 2010 AACE