Document Type
Article
Publication Date
2021
Abstract
This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disseminated nationwide and completed by higher education faculty (n = 38). Findings included a shift in instruction modality where 50 percent of synchronous in person instruction moved to asynchronous online instruction or optional synchronous remote instruction. Additionally, there was an unsurprising, considerable increase in the use of technology to support student engagement with course content. Researchers identified themes in the barriers (e.g., time, resources, training) to applying UDL principles both prior to and during the COVID-19 ROTL transition. Suggestions for overcoming those barriers are also included.
Publication Title
Journal of Applied Instructional Design
Volume
10
Issue
1
First Page
1
Last Page
17
Digital Object Identifier (DOI)
https://dx.doi.org/10.51869
E-ISSN
2160-5289
Citation Information
Kilpatrick, J. R., Ehrlich, S, & Bartlett, M. (2021). Learning from COVID-19: Universal Design for Learning implementation prior to and during a pandemic. Journal of Applied Instructional Design. 10(1). https://dx.doi.org/10.51869
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