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Effects of universal design for learning instructor training as perceived by students and instructors

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dc.contributor.authorColgan, Wendy, author
dc.contributor.authorDavies, Patricia, advisor
dc.contributor.authorSchelly, Cathy, advisor
dc.contributor.authorGingerich, Karla, committee member
dc.date.accessioned2022-04-06T18:16:49Z
dc.date.available2022-04-06T18:16:49Z
dc.date.issued2010
dc.descriptionCovers not scanned.
dc.descriptionPrint version deaccessioned 2022.
dc.description.abstractObjective: The number and diversity of students enrolling in higher education is increasing; however, persistence and retention rates are still an area that needs attention. Universal Design for Learning is an approach that helps provide the greatest educational access to all students. Providing education and professional development to educators in this area may prove to be beneficial to all students. Method: This quasi-experimental and mixed method design study, examined the change in the implementation of UDL teaching techniques and strategies in college classrooms after UDL instructor training, as perceived by instructors and students. In addition, student perceptions on what promotes an effective teaching and learning environment were examined. UDL questionnaires were designed, tested, redesigned and refined in the first ACCESS project. The questionnaires were used to measure change after UDL training. In the second ACCESS project, ACCESS II staff worked closely with instructors and students of Psychology 100 courses at Colorado State University. Six instructors teaching nine sections of Psychology 100 agreed to participate in the UDL training. At the beginning and end of the semester a total of 1,164 students enrolled in those nine sections and the instructors were administered the UDL questionnaire. Quantitative as well as qualitative data were collected and analyzed using data analysis software including SPSS 18.0 and Atlas ti 6.0. Results: The results of the t-test demonstrated that students as well as instructors reported a significant increase in the use of UDL strategies and techniques after the UDL training. Students reported a significant increase in their instructors’ use of UDL strategies and techniques after the UDL training on 6 of the 28 questions pertaining to UDL principles. All six of these questions had effect sizes representing small to medium change. Instructors also reported a significant increase in their self-perceptions regarding their use of UDL techniques and strategies after the UDL training on 2 of the 27 questions pertaining to UDL principles. Although they did not reach statistical significance, 13 of 27 questions on the instructors’ questionnaire had effect sizes that represent small to larger than typical change from pre to post UDL training. In addition, valuable insight regarding student perceptions on what promotes an effective teaching and learning environment, such as what engages them, and what helps and hinders their learning were obtained. Conclusion: The results of this research are promising and indicate that even just as few as five one-hour sessions of instructor training in the area of Universal Design for Learning (UDL) may increase the amount of UDL techniques and strategies used in the classroom and enhance the learning experiences of all students. The large effect sizes are promising and indicate meaningful change. In addition, techniques and strategies reported by students, in regards to what promotes an effective teaching and learning environment, align with the three principles of UDL: Multiple means of representation, expression and engagement. The increasingly diverse postsecondary population only increases the urgency to leave traditional teaching strategies behind and take on a new pedagogical approach that embraces diversity.
dc.format.mediummasters theses
dc.identifier.urihttps://hdl.handle.net/10217/234620
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relationCatalog record number (MMS ID): 991014936339703361
dc.relationLB2165 .C65 2010
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectTeaching -- Vocational guidance
dc.subjectTeachers -- Training of
dc.subjectIndividualized instruction
dc.titleEffects of universal design for learning instructor training as perceived by students and instructors
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineOccupational Therapy
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)

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