Shaping Inclusive Learning: A Comparative Study Of UDL Engagement Pre- And Post-Pandemic In One Ontario College

• Published in: Papers on postsecondary learning and teaching 2024-06, Vol.7, p.99-103
• Main Authors: Kennette, Lynne N., Chapman, Morgan
• Format: Article
• Language: English
• ISSN: 2560-6050; 2560-6050
• DOI: 10.55016/ojs/pplt.v7Y2024.77483

The universal design for learning framework aims to remove barriers from the learning environment so that as many students as possible can fully participate in it. The COVID-19 pandemic has brought about additional challenges in higher education, but in many cases, it has also provided a unique opportunity to examine change. This study investigated students’ and faculty’s perceptions of how frequently various elements of universal design for learning were used in the classroom as well as how useful these elements were perceived to be for student learning. Different groups of students and faculty responded to an online survey pre-pandemic and then again approximately one year into the pandemic. The findings indicated consistently robust correlations between the pre-pandemic and pandemic periods. However, the pandemic initiated certain shifts, notably an uptick in faculty incorporating specific UDL elements, such as recording lectures. Additionally, students perceive a greater number of UDL elements as advantageous for their learning compared to the faculty perspective.