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Sarah McPherson 《Early Childhood Education Journal》2009,37(3):229-236
This paper describes a web-based collaborative project called A Dance with the Butterflies that applied the brain-based research of the Center for Applied Special Technologies (CAST) and principles of Universal Design
for Learning (UDL) to Pre-K-4 science curriculum. Learning experiences were designed for students to invoke the Recognition,
Strategic, and Affective neural networks for learning identified in the CAST research. Instruction was based on the Science
Education content standard that all students should develop an understanding of the characteristics, life cycles, and environments
of living organisms. Teachers designed interdisciplinary projects for students with the metamorphosis of the butterfly as
the theme the unit. Participants from nine states and four countries learned about UDL to transform teaching and to collaborate
through a blog that supported their learning. They shared new technology applications for use in their projects. The learning
that occurred and the excitement to use technology for learning clearly demonstrate the power of the UDL framework for increasing
engagement and understanding by all learners. 相似文献
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Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based instruction on academic and social outcomes for pre-K to grade 12 students. For the 13 studies that qualified for our review, we analyzed how researchers applied UDL principles as well as outcomes and efficacy of UDL-based interventions. Results of this analysis suggest that overall, UDL-based instruction has the potential to increase engagement and access to general education curriculum for students with disabilities, and improve students’ academic and social outcomes. However, we found mixed results; the efficacy of UDL-based interventions varied considerably within and across many studies, with effect sizes ranging from small to large. In addition, we found that although authors noted that their interventions were UDL-based, there was considerable variance in how authors reported connections between specific UDL guidelines and components of their interventions. 相似文献
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Abstract Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities. 相似文献
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2020年初在教育部“停课不停学”的号召下,全国教育系统开展了互联网在线教学模式。以“物联网通信技术”课程的在线资源建设为例,以“超星学习通”为平台,探讨利用全方位教学设计(UDL)框架开发在线资源,以满足不同个性化学生学习的需求,提高学生学习的参与度和满意度。 相似文献
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Audrey M. K. Dempsey Mutahira Lone Yvonne M. Nolan Eithne Hunt 《Anatomical sciences education》2023,16(1):10-26
There are concerns among healthcare practitioners about poor anatomical knowledge among recent healthcare graduates. Universal Design for Learning (UDL) is a framework developed to enhance students' experience of learning and help students to become motivated learners. This scoping review identified whether UDL has been utilized in third level healthcare education and if so, whether it had been used to enhance student motivation to study anatomy. Seven online databases were searched for studies reporting the use of UDL in the curricula of medical, dental, occupational therapy (OT) or speech and language therapy (SLT) programs. Studies were screened for eligibility with set inclusion criteria. Data were extracted and analyzed. Analysis revealed that UDL was not specifically mentioned in any of the studies thus there are no published studies on UDL being formally applied in healthcare education. However, the authors identified 33 publications that described teaching methods which aligned with UDL in anatomy curricula and a thematic analysis yielded four main themes relating to teaching strategies being employed. Universal design for learning was not mentioned specifically, indicating that educators may not be aware of the educational framework, although they appeared to be utilizing aspects of it in their teaching. The review revealed that there is a lack of research concerning the anatomy education of OT and SLT students. The role of UDL in enhancing motivation to learn anatomy in medical, dental, OT and SLT programs has yet to be explored. 相似文献
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Reading performance is a primary concern in both regular and special education. Reading is also the dominant medium through which educators conduct lessons, or students acquire information in subjects such as science and mathematics. Reading performance can be measured in a variety of ways. The present study examined the performance of students with mild educational handicaps (n = 28) or learning disabilities (n = 38) on a combination of norm-referenced and curriculum-based assessment (CBA) approaches that used science content. Overall, there were no significant differences between the samples on measures of word recognition, but significant differences favoring students with learning disabilities did occur in comprehension. 相似文献
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The present paper discusses issues related to inclusive education and curricula development based on the principles of universal design for learning (UDL), and it reports on the results of a qualitative content analysis of the new national curriculum (NNC) developed for the public Greek-Cypriot schools in Cyprus. According to the findings, the NNC does not accommodate the principles of the UDL to an extent that would enable teachers differentiate their teaching. The argument is advanced that the UDL principles could act as a starting point in developing a more inclusive curriculum; a curriculum that reflects the expressed political commitment to inclusive education and is based on research findings that inform the way curriculum components are addressed. 相似文献
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J J Hoover 《Journal of learning disabilities》1989,22(7):452-5, 461
This article discusses an area of education for students with learning disabilities that is often neglected. The topic of study skills education, although not new to education in general, has only recently been emphasized in the literature for students with handicaps. An overview of the study skill proficiency (or lack of it) of students with learning disabilities is provided, followed by the presentation of 15 student study skill strategies designed to assist students in their use of various study skills. These strategies may be employed appropriately and effectively with many students with learning disabilities provided that individual needs and abilities are considered. The article concludes with a discussion about the implementation of a study skills program, including guidelines to follow in this process. 相似文献
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Methods for identifying students with learning disabilities continue to be an area of controversy. The present investigation examined the impact of implementing statewide guidelines for the identification of these students. Data were collected from multidisciplinary team reports on 718 students with learning disabilities who were referred and labeled during the 1983-84 school year (before implementation of statewide learning disability guidelines) and 790 students who were identified during 1987-88 (after implementation of the guidelines). The results of the study revealed that the statewide guidelines significantly changed the characteristics of students who were identified. After the implementation of the guidelines, students with much more severe academic problems were identified. These students were much more likely to have a severe discrepancy and be chronically failing in the regular classroom. However, even with explicit, widely accepted guidelines, approximately one third of all students identified in 1987-88 failed to meet the stated criteria for identification. The implications of these findings for professional practice and future research are discussed. 相似文献
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《The Internet and Higher Education》1999,2(1):35-44
Many individuals are creating instruction that will be used for online learning. This paper reviews four generic categories of instructional principles: Instructional Design (pedagogical issues), Subject Matter (content issues), Language (semantic and syntactic issues), and Presentation (physical issues), that should be used as guidelines when designing instructional materials. Nine current considerations for the context of online learning are drawn from the literature and experience and we show how each relates to these existing guidelines. We conclude the four generic categories of instructional principles apply equally to the design of instruction for the context of online learning and most issues that people talk about when designing online instruction are simply elaborations of these existing principles. A job aid is provided to help designers systematically consider essential principles when designing online instruction. 相似文献
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从传统课堂教学到如今的"互联网+"混合式教学,教学改革一直在进行中。面对具有个性化学习差异的学生,如何激发他们的学习兴趣,是值得研究的问题。文章从全方位设计学习(UDL)的视角出发,对实验班的学生进行学习风格的调研,并对其进行了分类。然后根据学生不同的学习方式和类型,对混合式教学资源分类建设进行研究,提出了一套面向不同类型学生的教学资源建设方案。实践证明,在"计算机网络"教学过程中使用基于全方位设计学习的教学资源在一定程度上提高了学生学习的参与度和学习的积极性。 相似文献
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Lisa Emerson Bruce MacKay 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):727-735
To date researchers have had difficulty establishing reliable conclusions in studies comparing traditional forms of learning (eg paper‐based or classroom based) vs online learning in relation to student learning outcomes; no consistent results have emerged, and many studies have not been controlled for factors other than lesson mode. This paper compares the effects of presenting two versions of lessons on punctuation that differed only in their mode of presentation. 59 students completed a pre‐lesson questionnaire, and after the lessons completed another questionnaire plus the NASA‐TLX which tests subjective cognitive workload stress. The results showed that students who sat the lessons on paper performed 24% better than those who sat the lessons online. Reasons for this difference in learning outcomes are considered, but no clear reason is apparent in the data from this study. The study sounds a note of caution in terms of the move by tertiary institutions to online and/or blended learning, and suggests further studies are required which assess learning outcomes in different mode of learning. 相似文献
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《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):451-462
In this study, a blended synchronous learning environment (BSLE) was designed from pedagogical, social and technical perspectives. It was created for a group of master's students to attend lessons in the classroom and at the same time allow a few of them to join the identical sessions using video conferencing from different sites. The purpose of the study was to describe the guiding principles for pedagogical, social and technical designs and specific strategies applied, and identify the students' learning experiences and perceptions of the environment. Results showed that the BSLE could extend certain features of classroom instruction to the online students and they had equivalent learning experiences. They also liked the flexibility and convenience of attending lessons via video conferencing. This study further found that smooth and clear audio communication, redesign of certain learning activities and the quality of audio were crucial for the BSLE to be useful in practice. 相似文献
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Matthew James Capp 《International Journal of Inclusive Education》2017,21(8):791-807
Universal Design for Learning (UDL) is often promoted as an inclusive teaching methodology for supporting all students within diverse contemporary classrooms. This is achieved by proactively planning to the edges of a classroom by thinking of all the potential needs of students. To examine its effectiveness, a meta-analysis was conducted on empirical research, containing pre- and post-testing, published in peer-reviewed journals between 2013 and 2016 (N?=?18). Results from this analysis suggest that UDL is an effective teaching methodology for improving the learning process for all students. The impact on educational outcomes has not been demonstrated. The implications of this study will be discussed. 相似文献
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Ye Diana Wang 《Distance Education》2014,35(3):345-359
As online learning continues to gain widespread attention and thrive as a legitimate alternative to classroom instruction, educational institutions and online instructors face the challenge of building and sustaining student trust in online learning environments. The present study represents an attempt to address the challenge by identifying the social and technical factors that can likely induce or influence students’ perception about the trustworthiness of an online course and integrating the factors into a socio-technical framework that can be empirically validated. The methodology used and the data obtained from a university-wide survey conducted in an American university are reported in this article. Feedback from students with disabilities was further investigated, and the result has important implications for our understanding of disabled students’ acceptance for online learning. 相似文献
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Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers. 相似文献
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Solange Lopes-Murphy 《Clearing house (Menasha, Wis.)》2013,86(6):226-230
Although the concept of universal design for learning (UDL) is well understood in the world of architecture and in the area of special education, its use to increase the academic performance of high school English learners (ELs) is not widely explored. To reduce this void, this article presents an overview of the UDL concept and its principles, applies UDL to classroom instruction and assessment of high school ELs, and offers suggestions on how UDL can be infused in preparation programs for secondary education teachers. This article also provides an example of how a school system has integrated UDL into its educational framework to increase academic accessibility for all. 相似文献
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Nancy Hollins Alan R. Foley 《Educational technology research and development : ETR & D》2013,61(4):607-624
Institutions of higher education are increasingly asking students to use the online environment, or virtual campus, when carrying out business related to college life. In this paper, we report findings from a study conducted to learn more about the experiences of college students with learning disabilities as they interacted with this virtual campus. Sixteen college students with documented learning disabilities were observed and interviewed while completing eight tasks in a virtual campus environment. Tasks were chosen from those typically performed by college students and included such items as locating the email address of an instructor, locating a journal article in the library’s online database, and identifying the textbook for a course on the bookstore webpage. Findings indicate that these participants were both successful and not successful in task completion within the virtual campus. Factors that impacted performance included features of the virtual campus and participants’ implementation of cognitive and behavioral strategies. 相似文献
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The successful integration of students with learning disabilities into mainstream reading classes may require teachers to adapt instruction and curricula in major ways. In this article, we discuss the relation between the instruction prescribed by standardized commercial curricula and the reading achievement of mainstreamed students with learning disabilities and other low-performing nonhandicapped students. An instructional template designed to complement commercially published reading lessons is described and its effects on the reading achievement of mainstreamed students with learning disabilities examined. Next, the limitations of generic instructional procedures to rectify the deficiencies of mainstream curricular programs for students with greater-than-average instructional needs are reviewed. We conclude with a discussion of the complexity of educating instructively needy learners in mainstream settings and the significance of well-designed instruction. 相似文献